Using the National Teachers’ Standards to Assess the Influence of Induction Programmes on the Professional Growth and Development of Newly Qualified Teachers in Ghana’s Senior High Schools

Abstract

The connection between theoretical knowledge gained at teacher education institutions and practical skills on field can only be completed by offering NQTs with effective training in the form of induction to help them develop professional knowledge, skills and understanding to confront the expectations of the profession. The absence of formal policy to guide induction in Ghana has resulted in inconsistencies and difficulties in assessing the effect of the programme on NQTs’ professional growth. The study sought to assess the influence of school-based induction programmes on the professional growth and development of NQTs using the National Teachers’ Standards as the assessment yardstick. Descriptive case study design was employed for the study using questionnaire, interview, observation and document analysis as instruments to gather data from forty-two NQTs in three sampled Senior High Schools in Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Data obtained were analysed using inductive and deductive analysis where similar themes and patterns where identified and analysed. The findings of the study show that, professional values and attitudes was the main skill acquired by NQTs attributing to the fact that the induction programme focused on orienting NQTs to understand the general ethics and culture of the profession, rather than serving as a training programme to equip them with on-the job training. Hence, induction had little influence on NQTs’ professional knowledge and professional practices. Even though the training programme was rated as effective in orienting NQTs, it had no influence on their decision to remain in the teaching profession because it was less effective in helping them acquire and utilize professional skills and knowledge. Improving on quality and standards of practice, stakeholders of induction programmes should give NQTs the opportunity to explicitly express what they require as professional support and work towards improving that skill to ensure total growth and development, and survival in the teaching profession. Keywords: Teacher induction programmes, National Teachers’ Standards, Newly Qualified Teachers, Professional growth and development DOI: 10.7176/JEP/13-21-06 Publication date: June 30 th 2022