Insight on Job-Embedded Learning in Teaching Practices towards a Professional Development Framework

Abstract

Introduction

The Human Resource Development System of the Department, specifically, one of its units, which is the Recruitment, Placement, Selection and Induction (RPSI) conducts and implements the Teacher Induction Program as an initial training and professional development to the newly hired teachers, it aims to improve their knowledge, skills, attitude, and values and increase their confidence in teaching to make them effective and efficient, and eventually commit themselves to nurture every learner and become passionate in teaching. The master teachers' significant role is to further enhance the knowledge, skills, and values acquired by the newly hired teachers after attending the TIP and to assist them through job-embedded learning relative to the delivery of quality instruction and effective performance.

Methods

The study used the Mixed Method Explanatory Sequential Design. In the Quantitative phase, 99 newly hired teachers responded to the survey questionnaire while in the Qualitative Phase, 10 master teachers answered the semi-structured interview. The phase three of the study is the integration of the results of the quantitative and qualitative findings as to the basis of the framework.

Results

The study revealed that the newly hired teachers exhibited a very satisfactory level of competency relative to the seven key domains improved after attending the Teacher Induction Program. Also, the study showed that there was a significant relationship between the six domains (except for the Social Regard for Learning) and the performance rating of the newly hired teachers which means that the level of competency of the respondents resulted in an increased level of their performance rating. The qualitative analysis resulted into themes, on the technical assistance of the master teachers to improve the competencies of the newly hired teachers: 4 themes in Designing Conducive Learning Environment, 3 themes in Managing the Diverse Learners, 4 themes in Developing Relevant Lessons, 4 themes in Adopting Appropriate Pedagogy, 3 themes in Developing Effective Assessment Tools, 2 themes in Optimizing Community Resources for Learning, and 2 themes in Personal Growth and Professional Development.

Discussions

The master teachers used job-embedded learning which they found effective as technical assistance to improve the competencies of the newly hired teachers. The emerging framework of the study serves as a guide to provide technical assistance to the newly hired teachers through job-embedded learning effectively.