Induction Program for Beginning Teachers’ Implementation and Professional Competence of Teachers : Basis for School Management Plan
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2024, Vol 7, Issue 04
Abstract
This study theorized that a higher level of IPBT implementation is associated with increased teachers' professionalcompetence. It explored the respondents’ characteristics, the implementation level of the Induction Program for BeginningTeachers (IPBT) and the professional competences of teachers. It also examined the relationship between the implementation ofIPBT and the teachers’ professional competence, and the difference in teachers’ professional competence when groupedaccording to the highest educational attainment, key stages area, and teaching experience in private and public. CorrelationalResearch Design was used in this study. Using the population sample, the study surveyed 302 public school teachers of theDivision of Misamis Oriental. Data were collected using the researcher-made survey questionnaire, which was subjected to pilottesting with 30 respondents revealing the result of Cronbach Alpha of 0.96. Data shows that the level of implementation of IPBTis very high so as the level of teachers’ professional competences. Findings also reveals that there is a significant relationshipbetween the implementation of IPBT and the respondents’ professional competence. Findings also exposes that overall, there isno significant difference in the teachers’ professional competence when grouped according to their characteristics. However,data reveals that there is a significant difference between teaching experience in private schools and teachers’ professionalcompetence in values. There is no difference observed between educational attainment, teaching experience in public schools,and key stage taught with respect to knowledge, skills, attitude, and values. The study concludes that the program has met theirexpectations and has effectively addressed the needs of the beginning teachers. It is recommended that the DepEd shouldprioritize and invest in the enhancement of IPBT since it has significant relationship with the professional competences ofteachers. Finally, the study also recommends the application of the 3-year comprehensive School Management Plan developedby the researcher.
Authors and Affiliations
Michael M. Taytay, Gerlinda G. Corpuz
Keywords
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- EP ID EP734401
- DOI 10.47191/ijmra/v7-i04-33
- Views 75
- Downloads 0
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