Induction Program, Performance, and Morale of Teachers in Selected Schools in Deped, Cavite City

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Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction “The DepEd shall pursue to institutionalize the Teacher Induction Program in the division and school levels of DepEd…

- MTPDP, 2004-2010

The Department of Education is known as the biggest bureaucracy in the country. As a beginning professional teacher, it is advantageous to know the legal bases of education and the programs and projects of the department. It must also be clarified about the rights, responsibilities, and accountabilities as a teacher. It is important that the beginning teacher must internalize their roles, rights, obligations, and accountability that must be performed as a professional teacher. Being a part of the organization, the beginning teacher must also be aware of the programs and projects of the department through the years to achieve the goal of improving the quality of basic education. The culture inherent in the system and structure of the department also helps in giving the right perspective and insight of the organization. But historically, the teaching occupation has not had the kind of structured induction and orientation programs common to other occupations and characteristics of many of the traditional professions. Ironically, although elementary and secondary teaching involves intensive interaction with children


and teen-agers, it is largely done in isolation from colleagues (e.g, Sizer, 1992; Johnson, 1990; Ingersoll, 2003). This is especially consequential for new entrants, who upon accepting a teaching position in a school are often left to their own devices to succeed or fail within the confines of their own classrooms.

Background of the Study Induction is the support and guidance provided to novice teachers in the early stages of their careers. Induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher practice. The first year of teaching is usually a time of considerable stress and burnout. This is true particularly in some schools where the first year of teaching is considered a form of initiation to test the mettle of neophyte teachers. They are posted to the more remote schools of the division and assigned to teach the “problem classes.” In addition, they are given co-curricular responsibilities and other non-teaching tasks in the community. As a result, some beginning teachers resort to questionable tactics to survive, and some potentially valuable members of the profession are disheartened and they quit. Substantial teacher preparation resources are thus put to waste (Huling-Agustin, 1990; Hatton, Watson, Squires and Soliman, 1991). While it is true that pre-service training includes one or two semesters of practice teaching, the term itself seems to suggest that the practicum is only a rehearsal. It is in their first teaching assignment that new teachers are confronted


by the realities of the classroom, an experience that can be bewildering or even traumatic. The literature on beginning teachers notes that they are often “hired at the last moment, left isolated in their classrooms and given little help – a true example of the ‘sink or swim’ attitude towards those newly hired.” The Teacher Education Council created by virtue of R.A. No. 7784 is mandated to strengthen teacher education in the country. One of its functions is to “design collaboration programs and projects that would enhance pre-service and in-service teacher training, retraining, orientation, and teacher development.” Pursuant to this mandate, the TEC has embarked on a project to systematize teacher induction nationwide. Induction activities are not really new to basic education schools. School administrators profess that they provide activities to assist and support beginning teachers. They may take the form of orientation seminars, attendance in professional meetings, conferences and School Learning Action Cell (SLAC) sessions and mentoring by master teachers. These efforts,...
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