TEACHER INDUCTION PROGRAM: BASIS FOR APPRAISAL AND RECOGNITION BY THE SCHOOL ADMINISTRATORS

Abstract

Teacher Induction Program braces efficient teaching, learning and assessment practices. Unfortunately, teachers are faced with many difficulties during their teaching career, and they desire support to overcome this challenging moment. Lack of support can create difficulty that grows into overall job dissatisfaction and leads to the failure of teacher retention. The study looked into the status of the program in terms of: (1) Teacher Induction Program in supporting newly hired teachers, (2) TIP strengthening and enriching the primary teachers’ knowledge on teacher induction program modules, (3) successful completion of TIP contributes to primary teachers’ performance, (4) challenges met by the primary teacher on teacher induction program, and (5) appraisal and recognition given by the school administrators on the basis for teachers’ performance. The researcher used of a questionnaire and participatory interview as the techniques in data collection. The statistical analysis and treatment of data involve frequency, percentage, and mean in answering the problem of the research. The respondents of the study were the primary teachers and administrators from the District of Bocaue. The researcher utilized the DepEd requirements for teachers and administrators to assess the teachers’ performance and how the principal appraised their subordinate consequent to teacher induction program. The research used quantitative and descriptive- normative methods of research. It utilized to further identify and assessed the teacher performance, appraisal system and the problem they encountered in pursuing the teaching profession in connection to teacher induction program. A validated questionnaire was utilized to know the level of appreciation of public school administrators and primary teachers of Bocaue District. It was covered in terms of valuing the teachers’ performance, the appraisal and recognition given by the school administrators was often times observed by the teachers. However, it was found out that principals must develop and sustained school structure and cultures that fosters individual and group learning. Through analyzing the data, it was found out that there was no significant relation between the performance of primary grade teachers and teacher induction program. Other factor might be influencing the performance of the teachers in the classroom and in their chosen field of profession. Based from the findings and conclusion of the study, Teacher Induction Program should be conducted at least four to five days of orientation before the opening of classes. This is so, to properly endow teachers about the educational system, implemented by the DepED such as procedures, guidelines and policies that teachers should know. This includes salaries and other monetary benefits that can be enjoyed by the teacher upon entering the government institution. It is also important on the part of the teacher to have strong administrative participation and support in the overall induction process to achieve the desire goals. Moreover, teacher should give appraisal and recognition by school administrators in doing commendable performance in different areas by giving incentives namely: service credit, certificates, cash incentives, scholarship and promotion. These motivators will help them to be more motivated ad satisfied to reach high performance level. In return, teachers should also show willingness a desire to uphold utmost service to achieve favorable actions among school administrator.