Challenges in Integrating New Teacher Development Program in Schools: A Systematic Literature Review

Abstract

Education transformation will be more effective if a particular focus is placed on efforts to improve student achievement and at the same time emphasis is placed on initiatives to continually build teacher capacity throughout their careers. In line with this, the National Key Result Areas (NKRA) Teacher Quality, ruled that the New Teacher Development Program (NTDP) was one of fifteen initiatives to be implemented to ensure excellence in the teaching profession. The New Teacher Development Program (NTDP) is a school based structured learning program to support the development of new teacher professionalism to improve teacher quality in the teaching profession. The NTDP is also a socialization process for the teaching profession that helps new teachers to make adjustment between existing knowledge and skills with procedures, school systems and effective teaching skills and classroom management skills. However, there are many obstacles and challenges in integrating New Teacher Development Program in school. This study provides an overview of the challenges faced by the schools in integrating the program for new teacher's professional development. Selected research papers, published from 2012 to 2019, were downloaded from Springer Link, Science Direct, Google Scholar, Taylor & Francis Online, SAGE, JSTOR, Web of Science and Emerald. Findings from this review showed that the new teacher commitment is the main challenge to initiate, develop and integrate New Teacher Development Program in schools. It is also beneficial to school administrators and educators to cater and understand the teacher attitude and readiness, both before and during the implementation phase of the program.