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ASSESSMENT OF THE INDUCTION PROGRAM FOR BEGINNING TEACHERS IN TUMAUINI NORTH DISTRICT: AN INPUT FOR ONGOING PROFESSIONAL GROWTH STRATEGIES
JANET A. PAGADDU, Principal II, Camasi Elementary School; NITA G. PALOGAN, Public School District Supervisor, Tumauini North District; RONALD M. MASIDDO, Principal II, Manuel R. Moldereo, Sr. Elementary School
ABSTRACT
This research study focused on assessing the implementation and effect of the Induction Program for Beginning Teachers (IPBT) in Tumauini North District, specifically targeting newly hired permanent public teachers with up to three years of teaching experience in the Department of Education (DepEd). The study aimed to provide insights into the profile of teacher-inductees, the extent of IPBT implementation as perceived by teachers and facilitators, problems encountered during implementation, and the effect of IPBT on teachers' continuing professional development. The research methodology employed a Purposive Sampling Technique to select participants and utilized a survey questionnaire adapted from previous studies on teacher induction programs. Data analysis involved parametric measures such as frequency, weighted mean, and percentage calculations, as well as Pearson’s Chi-Square C correlation and T-test for independent samples. The findings revealed valuable insights into the profile of teacher-inductees, the perceived extent of IPBT implementation, and the problems encountered. Additionally, the study sheds light on the effect of IPBT on teachers' continuing professional development, focusing on the enhancement of knowledge, values, skills, and commitment to the teaching profession. Overall, this research contributes to the ongoing efforts to strengthen teacher education and professional development, particularly in the context of induction programs for beginning teachers. The findings and recommendations generated from this study can inform policy and program enhancements aimed at improving the quality of education through effective teacher induction and support mechanisms.
Keywords: IPBT, newly hired teachers, assessment, professional growth
Year: 2025
posted on June 11, 2025
How to Cite
Pagadu, J., Palogan, N., & Masiddo, R. (2025). Assessment of the Induction Program for Beginning Teachers in Tumauini North District: An Input for Ongoing Professional Growth Strategies. Saringit, 5(1), 13-19.
