The study was an analysis of the role of induction program policy in sustaining teacher retention and professional growth. The respondents of the study were the newly hired teachers in the Division of Biñan City who are less than 3 years in the service. The study was limited to the following6 types of investigation namely: 1) extent of the program implementation and sustainability of the Teacher Induction Program; 2) the level of teacher retention, professional growth of teacher, and the teacher’s preference; 3) significant relationship between the Teacher Induction Program policy and teachers’ retention and the relationship between the Teacher Induction Program policy and teachers’ professional growth; 4) significant effect of teacher preference to teacher retention and professional growth; 5) effects of the teacher induction program policy to teacher retention and professional growth of teachers. This study used a mixed method research design where the respondents were chosen through purposive sampling. The respondents of the study were the select 144 newly hired teachers in the Division of Biñan City. Four newly hired teachers who have recently attended the induction program for beginning teachers were chosen as the co participants of the study. A self-made survey questionnaire was employed in the study. As viewed by the newly hired teachers in the Division of Biñan City, the Teacher Induction Program Policy is up to an extremely high extent in terms of program implementation and sustainability. The level of teacher retention, professional growth, and teacher preference were all found out to be extremely high. From the findings of the study, the following conclusion were drawn: There is a significant relationship between the Teacher Induction Program and the teachers’ retention and professional growth; teacher preference has a significant effect to teacher retention and teacher preference has no significant effect to teachers’ professional growth. To enhance the extent of program implementation and sustainability of the Teacher Induction Program Policy (TIP), administrators should optimize resource allocation, while school heads must ensure consistent funding, structured mentorship, and reflective practice in training. Additionally, policymakers should conduct regular evaluations, and researchers should examine leadership styles and workload management to inform data-driven strategies for teacher retention and professional growth.