The Implementation Practices of the Teacher Induction Program in the Secondary Schools of Department of Education Davao City Division: A Case Study

Abstract

Boarding on the transfor mative journey of a teaching career, educators encounter a myriad of challenges that shape their early experiences in the classroom. Recognizing the pivotal nature of these initial years in a teacher’s career, there arises a critical need to explore avenues that provide systematic support and enhance the professional development of educators. This research delved into the exploration of the implementation practices of the Teacher Induction Program (TIP) in public secondary schools in Davao City. Employing a qualitative case study design, the study utilized purposive sampling to select seven Master Teachers actively involved in TIP implementation. The research instrument, a researcher-made interview guide, was validated and enhanced by three Master Teachers, and results were based on key themes and core ideas derived from the discussions. The major themes identified for the implementation practices were structured learning, expert guidance and support, immersion and integration, knowledge and orientation, practice and feedback, and implementation gaps. Additionally, major themes for strategies that can be implemented to enhance the effectiveness of the teacher induction program were personalization and individualization, open communication and collaboration, and continuous improvement and adaptability. These themes were defined, discussed thoroughly, enriched with core ideas, and supported by existing studies and literature. The implications for theory revealed a strong connection between the identified themes and the Human Capital Theory and the Employee Engagement Theory, suggesting that integrating these theories into teacher induction programs enhances their effectiveness. The implications for practice highlighted the importance of structured learning, prioritizing mentoring activities, focus on continuing support, emphasizing practice and feedback, and addressing implementation gaps. Recommendations include designing comprehensive induction schedules, prioritizing mentorship programs, integrating new teachers into the broader educational environment, providing essential information through modules, establishing regular mechanisms for feedback, and addressing implementation gaps through active leadership support. By incorporating these implications into practice, educational institutions can create a more supportive and engaging environment for new teachers, contributing to their professional development and success.