TEACHER INDUCTION PROGRAM: STATUS AND PROBLEMS (KEY IJP************227)

• Ailyne Montegrande Morcilla

Abstract

Abstract The Teacher Induction Program was carried out to a great extent on its implementation as rated by the teachers and mentorsfacilitators of Paquibato District in Davao City in the area of time, In the area of resources, In the area of administration, In the area of facilitators, and in the area of provision and content of hand-outs. On the other hand, there were problems encountered in the implementation of Teacher Induction Program (TIP) as ranked by the teacher inductees. The top 5 were ranked accordingly: firstly, no mentoring for new teachers; secondly, no follow-ups in the school; thirdly, no clinical supervision from the principals such as classroom observation; fourthly, limited time-frame per contenttopics and fifthly, insufficient handouts. The following conclusions could be deduced: the Teacher Induction Program was well implemented in time, resources, administration, facilitators, provision and content of hand-outs; the delivery of contents; and the relevance of the topics were all done well with minimal room for improvement. The following recommendations are to be pursued: that provision of hand-outs on a one-to-one ratio be made and the necessary budget must be included in planning; that facilitators must have a sense of humor and that enough time must be given so that break time will not be sacrificed; that administration must ensure the relevance of the topics and should be based on the teachers needs; that each school should conduct a follow-up training for the newly hired teachers so that the knowledge they gained will be put to use. This would also help the school since the principals who managed it need to have good performing teachers. Thus a mentoring program must be offered to sustain the energy and dynamism of the newly hired teachers.Keywords: Teacher Induction Program, new teacher inductees, mentors, problems, evaluations