Educating the Educators-Effects of Teacher Induction Program Implementation to Teachers' Performance: An Evaluation

Abstract

A school's success lies in teachers' performance. For this reason, the Department of Education (DepEd) and all its Division Offices work hand in hand in its aim to continuously improve the quality of teachers and the educational system as mandated by R.A. 7784. This investigation looked into the extent of knowledge/understanding of the inductees on the topics, their skills/competence acquired, their attitude, and their perception of the whole TIP.

This study utilized a descriptive correlational design and stratified sampling technique. Data were collected using surveys & focus group discussions. Data analysis utilized weighted mean, percentage, & Pearson correlation coefficient (r).

1. The level of the job performance of the respondents was "very satisfactory and higher from their first to third year of service. 2. Knowledge & skill/competence were marked as "high," and attitude was marked as "very high." 3. Respondents rated the clarity of objectives, the sufficiency of TIP orientation, & support assistance as "high." 4. Job performance ratings "differed significantly" across TIP cycle. 5. No significant correlation between TIP implementation & teacher performance.

Teachers should sustain a high-performance rating in the different Key Results Areas (KRAs) under the Individual Performance Commitment Review Form, enhance their knowledge on the topics of the TIP, specifically on multi-grade teaching, Alternative Learning Systems, educational laws and surveys, evaluation of learning outcomes, and features of K to 12 curriculum. Constantly communicate with the internal and external stakeholders, assessing/evaluating learners, classroom management, implementation of DepEd programs and projects, and operationalizing the features of the K to 12 curriculum. Maintain a strong positive attitude towards their profession. Mentors and facilitators should fully ensure that TIP implementation is very clear, orientation is sufficient & objectives are fully attained with a variety of activities that are applicable to classroom teaching and that develop teaching skills, develop a positive attitude towards teaching, and ensure assisting a beginning teacher in coping with the demands of the profession. In addition, mentors/school administrators should strengthen their support/assistance, collaboration & coordination with the teacher-inductees to encourage and sustain the inductee's interest and full participation in the TIP cycle.