A Phenomenological Study on the Experiences of Novice Teachers in Teaching through Induction Program

Abstract

The purpose of this study was to describe novice teachers' experiences teaching through an induction program. Utilizing a qualitative design with a phenomenological approach, the study employed purposive sampling to select 7 teachers from Sta. Ana District, Davao City as participants. A focus group discussion (FGD) facilitated participants' responses. Thematic content analysis served as a method in analyzing the data. Findings revealed that novice teachers' salient experiences during the induction program were attending school-based training, as well as collaboration with colleagues. Furthermore, the participants employed self-study and peer coaching as coping strategies to successfully apply induction to their profession. The participants' educational management insights based on their experiences continued to grow professionally, as did the importance of training, coaching, and mentoring. Additionally, given the analysis and its implications, anchored on lifelong learning principles it is recommended that educators participate in the establishment of connections or linkages with other educational line agencies in order to facilitate the exchange of information concerning trends and new methods or tactics in the field of education. School leaders should encourage teachers to pursue further education, provide resources for personal study, and facilitate relevant training.