Teacher Induction Program: Status, Concerns, and Proposals

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2024

Boarding on the transformative journey of a teaching career, educators encounter a myriad of challenges that shape their early experiences in the classroom. Recognizing the pivotal nature of these initial years in a teacher's career, there arises a critical need to explore avenues that provide systematic support and enhance the professional development of educators. This research delved into the exploration of the implementation practices of the Teacher Induction Program (TIP) in public secondary schools in Davao City. Employing a qualitative case study design, the study utilized purposive sampling to select seven Master Teachers actively involved in TIP implementation. The research instrument, a researcher-made interview guide, was validated and enhanced by three Master Teachers, and results were based on key themes and core ideas derived from the discussions. The major themes identified for the implementation practices were structured learning, expert guidance and support, immersion and integration, knowledge and orientation, practice and feedback, and implementation gaps.

International Journal on Research in STEM Education

The Department of Education, Division of Cebu City, Philippines, supports its Basic Education Learning Continuity Plan in the new normal. With the new trend of hiring new teachers, the Teacher Induction Program is one of the challenges ever faced by neophyte educators. This action research determined the challenges encountered by the beginning teachers during their Teacher Induction Program (TIP) in improving instructional effectiveness and professional development throughout the process. Using mixed methods of research design, the researchers administered survey questionnaires on their performances as well as a structured interview with the 12 novice teachers and conducted cross-validation for qualitative data analysis. Results showed that the Individual Performance Commitment Rating Form (IPCRF) has the highest rating (M= 4.0400) compared with their IPCRF Self-Rating (M= 3.7242) and TIP coordinator's rating (M= 3.7235). There is also a significant mean difference between the t...

International Journal of Research Studies in Education

The primary objectives of this research were to determine which domain of Teacher Induction Program (TIP) best influences beginning teachers' performance. The study employed the quantitative causal-effect technique. The respondents were the public elementary school teachers of DepEd Tagum City. Percentage, T-test, Correlation Analysis of Pearson-R and Regression Analysis were used to ascertain the findings of the study. Moreover, adapted survey questionnaires were used for Teacher Induction Program (TIP) and beginning teachers' performance. The outcomes showed that the extent of Teacher Induction Program (TIP) is high, the level of beginning teachers' performance is very satisfactory. Meanwhile, there is no significant relationship between the extent of Teacher Induction Program (TIP) and beginning teachers' performance. It was also revealed that Teacher Induction Program (TIP) does not significantly influence beginning teachers' performance. Further, in in their singular capacities, Roles, Responsibilities and accountabilities, Professionalism and Personal welfare, and School and Community partnership does not significantly influence the beginning teachers' performance. Similarly, the result underscores in their singular capacity suggests beginning teacher's performance is not significantly correlated with the Teacher Induction program. Lastly, future researches may be conducted as a follow-up study to find out why the Teacher Induction Program has no significant relationship or influence on beginning teacher's performance focusing the gaps and inculcating important points from this study.

Journal of Education and Practice, 2019

The study has attempted to investigate the importance, effect and constraints of teachers' induction program as perceived by teachers, mentors and principals of General Secondary Schools. Accordingly, it has tried to answer three basic questions regarding the perceived level of importance, effect and constraining factors of induction program. Descriptive survey was employed as research design. Likert and rating scale questionnaires were used to collect data from general secondary school teachers who have attended induction program in the years 2015, 2016 and 2017; mentors and principals in East Gojjam, Amhara Region. The data were analyzed through frequency, percentage and mean. As a result, the following findings were derived: more dominantly teachers' induction program was not perceived as important program for professional development of teachers. Moreover, the study has surfaced out the most constraining factors of induction program: loaded paper work, teachers' lack of time, lack of material resources, lack of understanding of the program. Lastly conclusions were made.

2019

Teaching is one of the few professions in which the novice is expected to perform the same responsibilities as their veteran counterparts from Day 1. Induction, the process of introducing a new teacher into the profession, can be categorized as a formal or informal process that encompasses all organizational aspects of the school district, both academic and socially. It is a time when new teachers are learning to teach and having to teach. This process can be a time of growth or a time of unease for new teachers, sometimes affecting their decisions to remain in the profession. The content and quality of induction programs vary from state to state, district to district, and sometimes from school to school. The purpose of this study was to explore the perceptions of similarly prepared new teacher’s induction programs. This study was designed to identify new teachers who had been teaching for less than 5 years and participated in some facet of the Teacher Effectiveness and Accountabili...

2020

The purpose of this study was to validate an instrument for quality assurance of teacher induction programs. It was applied research with a qualitative-quantitative approach and interpretative paradigm, which sample was not probabilistic for convenience. The instrument was constructed based on available bibliography and validated by expert judgment through a Likert scale with a Cronbach's alpha of 0.86. The 14 criteria relevance had an average approval of 80.6% vs. 3.6% of disapproval. In conclusion, the E-Tip is a valid and reliable instrument to assess teacher induction programs in any type of school.

KnE Social Sciences, 2019

The study aims to identify and develop Novice Teacher Induction Program Model in SlemanRegency,Indonesia.ThisstudyusedthemethodofResearchandDevelopment BorgandGall.Inthisstudy,ResearchandDevelopmentwassimplifiedintofourstages from ten steps, namely: (1) the preliminary stage which is the initial research stage and gathering information about the implementation of Primary School Novice Teacher Induction Program (PIGP), (2) planning of Primary School Novice Teacher Induction Program (PIGP) as the development of initial product forms, (3) testing, evaluation and revision stages through assessment of model and product feasibility and limited testing, and (4) implementation phase of Novice Teacher Induction Program (PIGP) for Primary school. The data collection techniques used include: (1) Focus Group Discussion (FGD), (2) observation, (3) interviews, and (4) documentation studies. Next, quantitative and qualitative data analysis were used as data analysis techniques in this research. The...

Profesorado. Revista de Currículum y Formación del Profesorado, 2021

The first years as a teacher are intense in both the professional and personal aspects. Tension, stress, dissatisfaction and insecurities affect teachers who start teaching. To support beginning teachers, many countries have launched induction programmes which offer beginners the support, not only of a mentor, but of a set of complementary training experiences. In this article, we describe the perceived effects of participants of the Inductio programme that was developed in the Dominican Republic five years ago. Questionnaires and interviews have been used with teachers participating in the programme, as well as principals and coordinators of schools where some of these teachers currently teach. The results show that discipline, planning and methodology remain problems for beginning teachers. Retrospective evaluation of the programme is highly favourable in all of its aspects, especially regarding the support received by a mentor. The Inductio programme has been shown to be effective in providing a training experience that is adapted to the needs of beginning teachers.

European Journal of Education Studies

The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Find...

Universal Journal of Educational Research, 2018

This research aimed at evaluating Induction to teaching Program according to the opinions of novice teachers, mentors and administrators is a qualitative research carried out in the pattern of phenomenology. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentors and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it was concluded that an information meeting was held at the beginning of the training program but it was inadequate, that the mentors were not volunteers, that they were more planned and programmed compared to the teaching practice received during the undergraduate education, that it was taken more serious, that performing the induction to teaching program at the place appointed had advantages, and that there are several issues caused by the novice teacher, mentor and the process. For the continuity of the application, proposals such as reducing the number of forms filled in the process, ensuring volunteerism in mentors, supervision of the interaction between the novice teacher and mentor, performing the processes at the place to which they are appointed were developed.