Introduction Issue: teachers leaving the profession Teaching has ever been regarded as the noblest of all the professions. Through the inspiring teaching models of the great educators several people once joined this great profession. However, the situation is much changed today and the education field encounters various impulsive challenges today. One of the most significant challenges occurs in the field of teacher retention and research evidences suggest that there is large number of teachers, especially novice teachers, leaving this noble profession internationally. There is a remarkable factor underlying this reality which contributes to the gravity of the problem. According to the policy briefing of Global Campaign for Education, more than 100 million children in the world are deprived of, in the modern educational background, the right to a primary level education. There is a serious demand for the large number of teachers being trained and facilitated with in order to meet challenges of this kind. “Between 14 and 22.5 million teachers need to be recruited, trained and provided with the right incentives in the next ten years if we are to give these children the quality public education they deserve by 2015 – the target date of the international community’s Education For All and Millennium Development Goals.” (Global Campaign for Education policy briefing. P.1). If these new teachers are available for the profession students get a better opportunity to be taught where the classes will include no more than 40 pupils per teacher. The untrained and de-motivated teachers also raise serious setbacks for the education programs. However, an issue of the foremost consideration will be that of the large number of renouncing of the teaching profession at the starting years of the career. Several conditions go into the making of such an issue. “Novice teachers often struggle during the transition from being students of teaching to teachers of students. Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers.” (Fry, 2007, P. 216). The specific situation remarkably suggests the inadequacy and poor quality of induction programs and the lack of effective guidance and valuable assistance. Significantly, there have been research evidences which indicate that many novice teachers are not provided with the type of induction programs that reflects their needs. “In addition, poor induction has a large impact on the perceptions beginning teachers have of their own teaching skills and standards, how they feel about their profession and their relationships with school administrators and students.” (Sharp, 2006). The induction programs have a greater impact on the quality of education as well as such programs can contribute to the teachers’ ability and skills in dealing with the several teaching aspects. “The quality of education is essential if the students are to complete primary education with literacy, numeracy and essential life skills; and the teacher’s qualification is the most important factor for the students’ learning achievements. The teaching profession has to be an attractive choice in order to attrac