This dissertation investigates the effectiveness of induction programs from the perspectives of new teachers in urban and suburban school districts. The research uses a phenomenological qualitative research design. The theoretical frameworks for this research are the Motivation Theory and Self-Efficacy Theory. There are eight participants, four from urban schools and four from suburban schools. The study focuses on understanding how new teachers' perceptions of their induction programs influence their decisions to stay in the teaching profession. Data collection involves qualitative research methods, specifically semi-structured interviews, designed to capture participant accounts and insights. The Thematic analysis of the data revealed four key themes: Mentorship and Support, Work-Life Balance, Professional Development, and Institutional Support. These themes highlight the complexities of new teachers' experiences and shed light on the effectiveness of induction programs in different school environments. The research findings revealed significant implications for shaping educational policies and practices in teacher induction programs. Policymakers are encouraged to use this knowledge to make evidence-based induction initiatives. The study emphasizes the need for a positive school culture that prioritizes personalized support for mentors, collaboration, open communication, and mutual respect among all members of the educational community. Adding these insights into policy frameworks can enhance the overall education system and reduce teacher turnover in urban and suburban school districts. [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.]