Available Online: 26 March 2022
University of Mindanao, Philippines (firstname.lastname@example.org)
Chagas, Mona Lisa*
University of Mindanao Tagum City, Philippines (email@example.com)
The primary objectives of this research were to determine which domain of Teacher Induction Program (TIP) best influences beginning teachers’ performance. The study employed the quantitative causal-effect technique. The respondents were the public elementary school teachers of DepEd Tagum City. Percentage, T-test, Correlation Analysis of Pearson-R and Regression Analysis were used to ascertain the findings of the study. Moreover, adapted survey questionnaires were used for Teacher Induction Program (TIP) and beginning teachers’ performance. The outcomes showed that the extent of Teacher Induction Program (TIP) is high, the level of beginning teachers’ performance is very satisfactory. Meanwhile, there is no significant relationship between the extent of Teacher Induction Program (TIP) and beginning teachers’ performance. It was also revealed that Teacher Induction Program (TIP) does not significantly influence beginning teachers’ performance. Further, in in their singular capacities, Roles, Responsibilities and accountabilities, Professionalism and Personal welfare, and School and Community partnership does not significantly influence the beginning teachers’ performance. Similarly, the result underscores in their singular capacity suggests beginning teacher’s performance is not significantly correlated with the Teacher Induction program. Lastly, future researches may be conducted as a follow-up study to find out why the Teacher Induction Program has no significant relationship or influence on beginning teacher’s performance focusing the gaps and inculcating important points from this study.
Keywords: educational management, Teacher Induction Program, beginning teachers’ performance regression analysis, Philippines
Cite this article:
Bustamante, H., & Chagas, M. L. (2022). Influence of Teacher Induction Program (TIP) to the beginning teachers’ performance. International Journal of Research Studies in Education, 11(3), 427-453. https://doi.org/10.5861/ijrse.2022.195