Studies have shown school districts across the United States strive to meet the needs of first-year teachers by adding various components within a beginning teacher induction program. The purpose of this study was to determine if a relationship existed between beginning teacher induction programming and the overall TEAM observation scores of beginning teachers over a two-year period. This study also sought to examine if a difference in overall TEAM observation scores resulted from beginning teachers who participated in a standard induction program or a comprehensive induction program. Defined as the ongoing professional training of teachers within their first three years of teaching employment, beginning teacher induction is presented as a key theme throughout this research. Further examination of beginning teacher induction provided the opportunity to explore efficacy. As another construct, efficacy influences the behaviors of beginning teachers. Defined as a person's or a group's belief in their capability of successfully completing a task, cultivating efficacy among beginning teachers through induction programs increases student outcomes. The study sample consisted of 55 first-year and second-year teachers from a large school district in Tennessee. In the examination, it was found that 55% of the participants believed in an increased ability to manage their classrooms effectively. Further implications of the results are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]