Induction Program, Performance, and Morale of Teachers in Selected Schools in Deped, Cavite City
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
1
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
- 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
1
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