Implementation of the Induction Program for Beginning Teachers (IPBT): Basis for an Action Plan

Abstract

This study was conducted to evaluate the implementation of the Induction Program for Beginning Teachers or IPBT at Tarlac City Schools Division. It aimed to evaluate the performance of the IPBT implementers: School Heads, mentors, Public Schools District Supervisors or PSDSs, and the Division IPBT Focal Person, in the process of implementing the said program. Further, it investigated the readiness of the division in implementing such program. Also, it looked into the challenges and issues experienced by the inductees while finishing the three-year IPBT program. Lastly, it targeted to craft an action plan that would address the challenges experienced relative to the IPBT. The target respondents of this study were 74 public elementary and secondary teachers who underwent and successfully completed the pilot implementation of the IPBT. Among these 74, there were 66 who answered the survey questionnaire. With this, 89.19 % of the target population was met. Results showed that all IPBT Implementers have outstandingly performed their duties and responsibilities during the pilot implementation of the program. Further, the division has met a high level of readiness in terms om implementing the IPBT. Meanwhile, the three most experienced challenges are the following: overlapping of activities, lack of enough time for mentoring and answering of modules, and internet problem and difficulty in exit assessments. Based on the findings and conclusions, the division should maintain or even improve its excellent way of implementing the IPBT. The division should not stop innovating and improving the implementation of this program despite positive results of evaluation in this study.