Induction Program for Beginning Teachers’ Implementation and Professional Competence of Teachers : Basis for School Management Plan

Abstract

This study theorized that a higher level of IPBT implementation is associated with increased teachers' professional competence. It explored the respondents’ characteristics, the implementation level of the Induction Program for Beginning Teachers (IPBT) and the professional competences of teachers. It also examined the relationship between the implementation of IPBT and the teachers’ professional competence, and the difference in teachers’ professional competence when grouped according to the highest educational attainment, key stages area, and teaching experience in private and public. Correlational Research Design was used in this study. Using the population sample, the study surveyed 302 public school teachers of the Division of Misamis Oriental. Data were collected using the researcher-made survey questionnaire, which was subjected to pilot testing with 30 respondents revealing the result of Cronbach Alpha of 0.96. Data shows that the level of implementation of IPBT is very high so as the level of teachers’ professional competences. Findings also reveals that there is a significant relationship between the implementation of IPBT and the respondents’ professional competence. Findings also exposes that overall, there is no 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’ professional competence 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 their expectations and has effectively addressed the needs of the beginning teachers. It is recommended that the DepEd should prioritize and invest in the enhancement of IPBT since it has significant relationship with the professional competences of teachers. Finally, the study also recommends the application of the 3-year comprehensive School Management Plan developed by the researcher.