SATISFACTION AND PRODUCTIVITY OF BEGINNING TEACHERS

ON THE INDUCTION PROGRAM IN GUIMBA, NUEVA ECIJA

CHAPTER 1

THE PROBLEM

Background of the Study

Teacher induction defined by Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020) is

a set of practices that help transferring and beginning teachers become competent and effective

instructors. The goals of induction are to improve instructional practices; to help teachers in their

first years understand and effectively integrate into school and community cultures; and

ultimately to improve pupil learning. By supporting the teachers and facilitating their

socialization into the profession, school systems could potentially reduce the significant turnover

rate of teachers in the first 5 years of employment. Despite its substantial cost, induction has

failed to meet most of the stated goals. Research reveals that despite setting high expectations,

current models fall short in selecting evidence-based approaches for accomplishing the task.

Goals and practices for induction activities are not clearly defined nor is performance effectively

monitored. Finally, most models fail to provide effective implementation strategies necessary for

sustainability. The overall message is that comprehensive teacher induction has the potential to

1
positively impact teaching practices and pupil learning, but it requires careful reconsideration of

current conceptual, procedural, and empirical foundations of the practice.

Induction Program for Beginning Teachers (IPBT) is a systematic and comprehensive

professional development program for beginning teachers with 0 to 3 years of teaching

experience that has been developed to improve their knowledge, skills, attitudes, and values

(KSAVs), and increase their confidence in teaching to make them effective and efficient teachers

who nurture the potentials, abilities, and talents of every learner (DepEd2022).

DepEd Order No. 43 s. 2017 or The Teacher Induction Program (TIP) Policy is issued to

serve as a guide in the implementation of TIP. The program is institutionalized to provide a

systematic and comprehensive support system for teacher inductees in order to seamlessly

immerse them to the teaching profession in the public school system. Based on the results of the

study conducted by Penafiel (2020), there are several considerations and concerns raised by the

respondents as regards the implementation of TIP that may be considered for policy

enhancement such as but not limited to selection of mentor, proper orientation in the school

level, revisiting of TIP Modules, and the implementation plan in the school.

In 2019, following the provisions of DO No. 11, 2019 (Implementation of the NEAP

Transformation), NEAP is mandated to take charge of the design, development and delivery of

programs supporting teachers and school leaders. This will include the Teacher Induction

Program (TIP). It was further recommended that NEAP assume full responsibility for the

Teacher Induction Program (TIP) through establishing policies and support materials to build

capacity of in-school mentors and coaches, and enhance peer observation skills and strengthen

Learning Action Cells (LACs).

2
 To align with NEAP’s goal of developing a fully integrated professional development

program, the Teacher Induction Program (TIP) was transferred from the Teacher Education

Council (TEC) Secretariat to NEAP. It is for this reason that the TIP, as implemented by D.O.

No. 43, s. 2017, needs to be revisited. After a series of consultative workshops with teachers and

field implementers, TIP will be renamed to Induction Program for Beginning Teachers (IPBT).

This revision from TIP to IPBT is aimed to i) strengthen the orientation for teacher

inductees; ii) review the program modules to streamline content and avoid duplication of content

topics; iii) make monitoring and evaluation systematic, organized, and relevant; and iv) adapt a

detailed implementation plan.

Specifically, the IPBT aims to guide beginning teachers to:

a. demonstrate knowledge and understanding of DepEd— its vision, mission, goals, and strategic

directions; systems and processes; school policies and procedures—and teacher rights and

responsibilities;

b. articulates and apply knowledge, skills, attitudes, and values (KSAVs)

required of beginning teachers as specified in the PPST and DepEd Core Values; and

c. improve practice towards career progression based on set professional development goals. The

IPBT will serve as the foundation for the professional development of beginning teachers and,

subsequently, for the improvement of student learning.

[Link]

New teacher induction programs have many components, such as professional development

(PD), coaching, and mentorship. Mentoring is a significant component, but mentorship could

only provide minimal support at best, especially when mentors were classroom teachers. The

3
Southern Regional Education Board (SREB) noted, “if mentoring duties are simply tacked on top

of teaching duties, it limits the time and energy available for quality mentoring—resulting in new

teachers who receive inconsistent and compliance-driven support” (2018, p. 3).

Over the past years, researchers have pointed out in their studies related to the field of

education the challenges and problems faced by new teachers during their practice teaching

(Han, 2023; Wu, 2018; Ren, 2016). Also, there was no interest in induction programs that

support and guide new teachers. Moreover, in recent years, the issue of supporting and guiding

novice teachers has become a problem that many countries suffer from, due to the lack of

teachers (Han, 2023). In addition, many recent studies have found that the most important

challenges teachers face during the early years of practicing the profession are a lack of self-

efficacy, defining thereby a teaching identity, managing work-related stress and requirements,

meeting performance expectations, enduring and dealing with heavy teaching loads and intense

competition, and navigating relationships with students, colleagues, parents, and administrators

(Han, 2023; Headden, 2014; Atteberry et al., 2015; Ren, 2016; Wu, 2018). Teachers’ induction

programs (TIPs) represent bridges through which new teachers move into the process of teaching

students, as the main aim of these programs was to provide teachers in the early years with

support and guidance from experienced teachers in the field of teaching, in order to enhance the

quality of teachers’ teaching and cooperation in the classroom, and thus to retain new teachers

who are able to manage their classes effectively; and this is reflected in the quality of students'

achievement (Han, 2023; Porter & Thompson, 2022).

A new or novice teacher is a teacher within the first three years of his or her teaching

career. Today, there are more new teachers than ever, and the number of new teachers is

increasing even more each passing year. In the early 1990s, most teachers had around 15 years of

4
classroom experience. Now, most teachers currently employed in schools have only one year of

10 teaching experience (Bastian & Marks, 2017). Teachers with little experience make up the

majority of the teaching force in today’s schools around the world (Bastian & Marks, 2017;

Glazerman et al., 2010). That means that most of the teachers currently employed have three or

less years of classroom teaching experience.

A good induction program addresses the important issues of transition from being a

preservice teacher to being a teacher and sets the tone for a teacher’s personal and professional

identity (Ryan, 2018). It should assist the beginning teacher to understand their responsibilities to

students, the public, and the profession. Beginning teachers need to continue to develop their

own personal and professional philosophy as to what it means to be a professional teacher.

Beginning teachers need mentors who exhibit the qualities of trust, confidentiality, and

the ability to empower mentees. The mentor and mentee must have a personal relationship. This

relationship is critical for successful mentoring and is a connection that builds over time

(Hallamet al., 2012). Five key features comprise effective mentoring relationships. To build this

relationship, a mentor must model positive interactions, ask open-ended questions, paraphrase to

show understanding, offer non-judgmental statements, and provide think-time (Boogren, 2015).

Mentorship that supports the beginning teachers’ self-efficacy along with supporting emotional

needs ensures that the teacher feels support through stressful and challenging times. When

beginning teachers feel support and success, they stay in the teaching profession. (Tracy Ehlers

2919).

A beginning teacher's first year is the most important (Boogren, 2015). During this year,

the teacher must implement strategies from teacher preparation programs and student teaching

5
experiences (Boogren, 2015). Beginning teachers are also learning the realities of new schools,

curriculum, and students (Boogren, 2015).

Job satisfaction is the direct relationship between a work environment and an individual’s

attitude towards work (Dağyar, 2020). Many factors contribute to positive or negative job

experiences. The job satisfaction of teachers is dependent upon each individual school. Working

conditions and school composition are factors that a school can control. Teacher characteristics

are based on the individual. Working conditions that a school or school district can control are

workload, availability of necessary resources, and coworker collaboration (Toropova et al.,

2021). Student factors contribute to teacher job satisfaction. Teachers take student achievement

personally and feel better about themselves and their jobs 21 when students are successful (Wang

et al., 2020). Opportunities for professional development and support from leadership also make

a difference when individuals rate their job satisfaction (Toropova et al., 2021). Many surveys

have been conducted over time to measure levels of job satisfaction. Surveys are conducted and

then measured with descriptive statistics and correlations (Kasalak, & Dağyar, 2020).

Studies conducted in South Africa suggest that beginning teachers participating in

induction programs show greater improvements in teaching skills compared to teachers who

participate in very few or no induction (Lorenz, Maulana, Van De Grift, 2016:15).

[Link]

Researchers are especially interested in the levels of job satisfaction of teachers, so they

are common. Many studies have been conducted to rate and understand the job satisfaction of

teachers. Research has made a connection between lessened teacher attrition and job satisfaction

6
(Ingersoll & Strong, 2011; Toropova et al., 2021). When teachers are happy with their jobs and

teaching assignments, they do not quit. Job satisfaction and working conditions play an

important role in an individual’s decision to remain in the teaching profession but more research

is needed to focus on the job satisfaction of teachers and make connections to novice teacher

attrition rates. Induction programs seek to improve job satisfaction rates by providing meaningful

professional development opportunities and providing support to improve working conditions.

“Teachers are expected to love their professions, to have a positive attitude towards their jobs, to

be satisfied with what their professions bring to them, and to have high self-efficacy beliefs that

they can do their jobs” (Kasalak, & Dağyar, 2020, p. 18) yet there is no standard system for

helping teachers feel support and confidence in what they do. The intention of induction

programs is to bridge the gap between expectation and reality.

Not only does job satisfaction contribute to teacher retention, but it also helps teachers

and students to improve their well-being and can lead to effective school cohesion and teacher

professional status (Toropova et al., 2021). The concept of job satisfaction was first introduced

by Taylor (1912), and Feng and Qin (2009) summarised that job satisfaction as either the

employee's attitude towards their job or the emotional reflection; or both, the employee's

emotional experience of various aspects of the work situation. Guo (2021) emphasized that

teachers' job performance and productivity are impacted by their level of job satisfaction, which

can also have an impact on how stable their jobs are. The particularly significant and serious

headline 'Teachers Are Not OK Now, Even Though We Need Them' (Will, 2021) appeared in a

2021 Education Week story, and Forbes' February 2022 story noted 'Stress issues are driving

teachers out of the workforce' (Daphne Gomez, 2022). Appearing in the April 2022 issue of

Education Week, author Madeline Will presents the serious conclusion that 'teacher job

7
satisfaction has reached an all-time low at the current time. It is because such a viewpoint is

presented that allows us to reflect on why the extent of teacher satisfaction, which is continually

and constantly discussed and researched, has changed so much. Because such reports never

cease, they provoke us to think deeply about what teachers are going through, how they are

performing in their current jobs and what triggers them to think deeply about job satisfaction.

Therefore, the purpose of this study is to examine the satisfaction and productivity of beginning

teachers on the induction programs in Guimba, Nueva Ecija.

Statement of the Problem

This research aims to determine the SATISFACTION AND PRODUCTIVITY OF BEGINNING TEACHERS
ON THE INDUCTION PROGRAM IN GUIMBA, NUEVA ECIJA.

Specifically, this study seeks to answer the following problems:

1. What are the profile respondents in terms of:

A. Teacher’s

a. age;

b. gender.

c. highest educational attainment;

d. position/rank;

e. length of teaching experience prior to the induction program.

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 2. How significant of the following variables is the level of satisfaction and productivity of

beginning teachers on the induction programs along:

a. mentoring and support;

b. classroom management and instructional strategies ;

c. professional development and;

d. collaboration;

3. Is there a significant relationship between the level of satisfaction and productivity of beginning
teachers in an induction program.

Hypothesis

There is no significant relationship between the level of satisfaction and productivity of beginning
teachers in an induction program.

Significance of the Study

This study would benefit the following entities:

Beginning Teachers. The result of this study will help the teachers provide valuable insights

into the factors that contribute to their satisfaction and productivity. Moreover, the result can also

help them navigate their early years of teaching more effectively and understand the support they

need to thrive in their profession.

Schools and Districts. The results of this study will understand the impact of induction

programs on teachers’ satisfaction and productivity and help the schools and districts tailor their

programs to better support beginning teachers. This, in turn will lead to improved teacher

retention, higher teaching quality, and enhanced student outcomes.

9
Policy Makers and Government Leaders. This study can inform policymakers about the

effectiveness of induction programs and the importance of providing adequate support and

resources to beginning teachers. It can guide policy decisions related to teacher preparation,

professional development, and induction program funding,

Students and Parents. Satisfied and productive teachers are more likely to create positive learning

environments and deliver high-quality instruction. The study will help directly benefit students

by improving their learning experiences, academic achievement, and overall educational

outcomes.

Society. The result of this study will help the society the effectiveness of induction programs that

support the satisfaction and productivity of beginning teachers can have a long-term benefit for

society. They can help to contribute to a stable and high-quality teaching workforce, which is

crucial for the education system’s success and the overall well-being of communities.

Other Researchers. This study can serve as a reference for future researchers who will conduct

a related study. To help the student researchers to be aware and knowledgeable of the processes

involved.

Scope and Delimitation of the Study

This study will be conducted at the Guimba, Nueva Ecija during the school year 2023-

2024. The schools are Bantog Elemenatary School, Bunol Elementary School, Caballero

Elementary School, Cauayan Bugtong Elementary School, Cavaruan Elementary School, Cavite

Elementary School, Culong Elementary School, Guimba East Elementary School, Guiset

Elementary School, Manacsac Elememtary School, Maturanoc Elementary School, Guiset

Elementary School, Nagpandayan Elementary School, Sn. Andres Elementary School, [Link]

10
Elementary School and Triala Elementary School. The research sample will be composed

seventeen(17) schools compromising one hundred sixty-five (165) in total. The study is

descriptive in nature focusing on public elementary teachers.

This study delimited to determining the satisfaction on using the learning management

system of DepEd Region III starting from______ until present from the guidelines of

Department of Education and based on the responses of the__ randomly selected respondents.

This study is also delimited to correlating the profile of the teachers and learners their behavioral

intentions to use learning management system and satisfaction.

Definition of Terms

The following terms are hereby defined operationally according to the distinctive use in the study

to ensure clear understanding by the readers.

Satisfaction. In the context of this study, satisfaction refers to the level of contentment,

fulfillment, and positive feelings that beginning teachers experience in their work and

professional environment. It includes aspects such as job satisfaction, satisfaction with support

and resources, satisfaction with the induction program, and overall satisfaction with their

teaching career.

11
Productivity. In the context of this study, refers to the effectiveness and efficiency with which

beginning teachers perform their teaching duties and responsibilities. It encompasses factors such

as lesson planning and delivery, student engagement and learning outcomes, time management,

ability to meet instructional goals, collaboration with colleagues, and overall effectiveness in the

classroom.

Beginning Teachers. Beginning teachers, also referred to as novice teachers or early-career

teachers, are educators who are in the early stages of their teaching careers. They have typically

completed their initial teacher education and are in the process of gaining experience and

developing their teaching skills. In this study, they are the focus of investigation to understand

their experiences, satisfaction, and productivity during their induction period.

Induction Programs. Induction programs are structured support systems and professional

development initiatives provided to beginning teachers at the start of their teaching careers.

These programs aim to facilitate their transition into the teaching profession, provide mentoring

and guidance, enhance their pedagogical skills and knowledge, and offer support in navigating

the challenges of the classroom and school environment. Induction programs can vary in

duration, structure, and content, but they generally aim to provide comprehensive support to

beginning teachers during their initial years in the profession.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies upon which the researcher organized this

study.

Related Literatures

On Satisfaction of Beginning Teachers on the Induction Program

Quality of Mentor (mentor-mentee)

Beginning teachers need a strong mentor – someone who they can go to when they are

struggling, but who can also help them improve their instruction. (Smith et. al., 2018) found that

one of the biggest challenges to providing high-quality mentoring is time, both for mentors and

mentees to meet together but also to allow the mentor to regularly observe and provide feedback

on their mentee's instruction. Another challenge is getting the right mentor/mentee fit – one that

will lead to openness, trust, and the kinds of support that will help the new teacher succeed. In

some of our work in large urban districts, instructional leaders found it challenging to identify

13
mentors or coaches who not only effectively teach to the standards themselves but who also have

the skills to help another adult do the same (Cobb et. al., 2018; Wilhelm et. al., 2016).

Mukeredzi et al. (2015), in turn, agree with Nkomo et al. (2018) when explaining

mentoring as a one-on-one relationship between a competent, experienced teacher (mentor) and a

novice or trainee (mentee).

In addition to sufficient time and a positive mentor/mentee match, another challenge is proximity

or access. While large urban schools may be able to find effective mentors for beginning teachers

in the same school teaching the same grade or subject, smaller schools, often in more rural

districts, may struggle to find a good match. One upside of the remote learning that most schools

turned to over the last year is that both incoming beginning teachers and their mentors are much

more familiar with Zoom/Google Classroom/Microsoft Teams or other video communications

technologies. These technologies can allow for effective mentor/mentee matches across longer

distances, for example, with mentees filming their own classroom instruction and then watching

it with their mentor over the Internet – even if separated by hundreds of miles (NIET,2021).

[Link]

thomas-smith

Mentorship provides a teacher with a companion to walk beside them as they begin the teaching

profession. In their investigation into teacher support, Reitman and Karge concluded that “the

most helpful thing that participants found was someone to walk alongside them and support

them. Every answer mentioned a relationship with a mentor or colleague” (2019, p. 14). “The

mentor serves in the role of a guide on the side to fellow educators, creating self-reflection and

inspiring lifelong learning” (Reitman & Karge, 2019, p. 15). Having a mentor allows new

14
teachers to experience on-the-job growth and develop resilience. “Novices are becoming more

competent and capable because their growth and learning is contextually relevant and is

occurring under the guidance of more experienced teachers and/or administrators” (Morettini,

Luet, & Vernon-Dotson, 2020, p. 56). The guidance provided through mentorships promotes a

safe and trusting environment where teachers learn. Successful mentorships are intentional about

developing relationships, supporting teachers in their content area, collaborating with other

teachers, and providing enough interaction between mentor and mentee. Mentoring can be

formal or informal, but frequency is important for success (Wang, et al., 2020). In a study where

teachers were given open topic mentoring time, teachers and mentors journaled what topics were

discussed during mentoring. Cavan, Durodoye, Zhang, and Bock found that “Teachers

participating in fewer than 4 hours of mentoring meetings a month might need additional

support. Additionally, topics frequently covered in the mentoring meetings might suggest areas

for more formal professional development” (2021, p.16). In regard to mentorship programs, “The

keys to success include having a mentor teacher in the same subject area, common planning time

with teachers in the same subject, and regularly scheduled collaborations with other teachers”

(Shuls & Flores, 2020, p. 13). Relationships between mentors and mentees increase retention,

foster positive attitudes and feelings of efficacy, and increase overall job satisfaction. “The

mentor-mentee relationships help to create a positive effect on student success and to develop a

renewed professional perspective for the mentor” (Shuls & Flores, 2020, p.13). Students benefit

from these relationships because through them, new teachers gain classroom management and

instructional skills, and have the opportunity to develop problem-solving skills through the

guidance of a mentor.

15
Collaborative Environment

Collaborative teaching environments provide opportunities for teachers to learn from and

with each other on an ongoing basis. Teachers can observe other teachers in action, engage in

professional conversations about the impact of different approaches, and get feedback on their

own teaching (TKI 2022).

Using practices from instructional coaching, leaders can assist beginning

[Link]
scroll=top

Collaboration Teachers feel valued when they are given space to share their expertise,

collaborate, and solve problems related to their students. “When teachers are supported in

collaborating and doing what works for children, they feel more efficacious in the work”

(Podolsky, et al., 2019, p. 18). According to Hurley, “Teachers who collaborate with their

colleagues are able to overcome professional hurdles, trust each other with their capabilities and

expertise, and share similar problems and experiences; furthermore, this leads to higher levels of

engagement, vigor, and dedication” (2021, p.24). When leaders establish collaborative support

for teachers, they create a built-in support system. This is important for all teachers, 27 but

especially for early career teachers. “Mutually supportive, and trusting personal, professional,

and peer relationships are important in beginning teachers’ capability to become resilient in the

face of challenging and stressful circumstances and situations” (Morettini, et al., 2020, p.58).

[Link]

16
(Dijana Tiplic, Eyvind Elstad ;et al.; 2019)Encouraging teachers to participate
in collaborative learning activities for professional development has
become an important part of educational reform strategies in many
countries. Recent research suggests these activities may play an
important role in the professionalization of the teaching profession.

[Link]

Professional Development Opportunities

Opportunities for professional development and support from leadership also make a

difference when individuals rate their job satisfaction (Toropova et al., 2021).

Induction programs seek to improve job satisfaction rates by providing meaningful

professional development opportunities and providing support to improve working conditions.

“Teachers are expected to love their professions, to have a positive attitude towards their jobs, to

be satisfied with what their professions bring to them, and to have high self-efficacy beliefs that

they can do their jobs” (Kasalak, & Dağyar, 2020, p. 18) yet there is no standard system for

helping teachers feel support and confidence in what they do. The intention of induction

programs is to bridge the gap between expectation and reality.

[Link]

article=1008&context=teacher-education_masters

17
 Many studies stress the importance of professional development for teachers (O

Davydovskaia, I De Coster, et al.; 2021; Tran, L.T.; Le, T.T.T.; Phan, H.L.T.; Pham, A. 2021)

and investigate several aspects of it, e.g., the design of effective professional development

programs for teachers (Darling-Hammond, L.; Hyler, M.E.; Gardner,2021), the satisfaction of

teachers with professional development programs Avidov-Ungar, O.2016].

However, relatively little research has been performed on the potential impact of both

access to professional development as well as the need for professional development on job

satisfaction of teachers. Most studies relating professional development with job satisfaction find

a positive impact of professional development on job satisfaction (Toropova, A.; Myrberg, E.

[Link].; 2021)However, Nang Sein and Yan (2019)investigated perceptions towards professional

development in a very specific setting (i.e., one school in Myanmar) and found no significant

relationship between teacher job satisfaction and their perceptions towards professional

development.

Professional development activities for teachers may include attending (online or in person)

courses or seminars, reading professional literature, attending education conferences or

workshops, peer and/or self-observation and coaching, participation in a network of teachers,

observation visits to and exchanges with other schools, attending a formal qualification program,

etc.( Luxembourg, 2021).

[Link]

[Link]
title=Effective+Teacher+Professional+Development&author=Darling-Hammond,+L.&author=Hyler,
+M.E.&author=Gardner,+M.&publication_year=2017

18
 [Link]
title=Effective+Teacher+Professional+Development&author=Darling-Hammond,+L.&author=Hyler,
+M.E.&author=Gardner,+M.&publication_year=2017

[Link]
title=School+factors+that+are+related+to+school+principals
%E2%80%99+job+satisfaction+and+organizational+commitment&author=Liu,+Y.&author=Bellibas,
+M.S.&publication_year=2018&journal=Int.+J.+Educ.
+Res.&volume=90&pages=1%E2%80%9319&doi=10.1016/[Link].2018.04.002

[Link]
+or+professional+development:+Which+mediate+job+satisfaction+for+new+teachers?
+A+regression+examination&author=Renbarger,+R.&author=Davis,
+B.&publication_year=2019&journal=J.+Teach.+Educ.+Educ.&volume=8&pages=21%E2%80%9334

[Link]
+Teacher+Job+Satisfaction+and+Retention&author=Sims,+S.&publication_year=2017

[Link]
+The+importance+of+school+working+conditions+and+teacher+characteristics&author=Toropova,
+A.&author=Myrberg,+E.&author=Johansson,+S.&publication_year=2021&journal=Educ.
+Rev.&volume=73&pages

[Link]
title=Selected+Factors+Contributing+to+Teacher+Job+Satisfaction:
+A+Quantitative+Investigation+Using+2013+TALIS+Data&author=Wang,+K.&author=Li,+Y.&author=Luo,
+W.&author=Zhang,+S.&publication_year=2020&journal=Leadersh.
+Policy+Sch.&volume=19&pages=512%E2%80%93532&doi=10.1080/15700763.2019.1586963

[Link]
%E2%80%99+professional+development+participation+and+their+relations+with+socio-
demographic+characteristics,+teacher+self-efficacy,+and+job+satisfaction&author=Yoon,
+I.&author=Kim,+M.&publication_year=2022&journal=Teach.+Teach.
+Educ.&volume=109&pages=103565&doi=10.1016/[Link].2021.103565

[Link]
title=Effective+Teacher+Professional+Development&author=Darling-Hammond,+L.&author=Hyler,
+M.E.&author=Gardner,+M.&publication_year=2017

[Link]
%E2%80%99+Perceptions+Towards+Professional+Development+and+Their+Job+Satisfaction+at+Monas
tic+Primary+School+in+Namlan,+Hsipaw,+Northern+Shan+State,+Myanmar&author=Nang,
+S.N.&author=Yan,+Y.&publication_year=2019&journal=Sch.+Hum.+Sci.&volume=11&pages=1

19
 [Link]
+Development+and+Well-
being&author=European+Commission&author=EACEA&author=Eurydice&publication_year=2021

[Link]
+or+professional+development:+Which+mediate+job+satisfaction+for+new+teachers?
+A+regression+examination&author=Renbarger,+R.&author=Davis,
+B.&publication_year=2019&journal=J.+Teach.+Educ.+Educ.&volume=8&pages=21%E2%80%9334

[Link]
%E2%80%99+professional+development+participation+and+their+relations+with+socio-
demographic+characteristics,+teacher+self-efficacy,+and+job+satisfaction&author=Yoon,
+I.&author=Kim,+M.&publication_year=2022&journal=Teach.+Teach.
+Educ.&volume=109&pages=103565&doi=10.1016/[Link].2021.103565

Toropova et al. (2021) revealed teachers that received more professional development had higher
levels of job satisfaction. Gaias et al. (2018) implied the importance of teacher training and professional
development for supporting their job satisfaction, especially for kindergarten teachers.

[Link]
%20al..pdf

Reeves et al. (2017) found that teachers' job satisfaction within the school environment was

predicted by the availability of required resources, manageable workplace, and cooperation

among colleagues. Similar results were reported by Sheridan et al. (2019) and Darling-Hammond

et al. (2017) who established that a school environment characterized by opportunities for

professional career development, leadership support, and staff involvement in decision-making

significantly and positively influenced job satisfaction. Blömeke et al. (2017) also found that

leadership support for teachers, professional development through training and mentorship

programs, and feedback positively influenced teachers’ job satisfaction. Teachers feel satisfied

with their job if they perceive that their work environment provides an opportunity for

continuous knowledge acquisition to adapt to the classroom's dynamic needs (Toropova et al.,

2021). Liang et al. (2017) cautioned that a lack of professional growth programs among

kindergarten teachers was the lead factor for teacher turnover and attrition. Klaeijsen et al.

20
(2018) found that teachers' access to development programs influence their intentions to quit or

remain in the teaching practice. In sum, research finds that environmental factors such as the

availability of professional growth opportunities for teachers influence job satisfaction (Torres,

2019) retention, and attrition rates.

[Link]

%20al..pdf

[Link]

+Development+and+Well-

being&author=European+Commission&author=EACEA&author=Eurydice&public

ation_year=2021

On Productivity of Beginning Teachers on the Induction Program

Teaching Skills Development

21
Mirela Albulescu , Ion Albulescu (2019).The quality of teaching is a decisive factor in

facilitating successful learning and academic outcomes in students. Teaching is also a

complex task implying a wide range of comprehensive knowledge and skills teachers

must ideally master to manage successfully the specific requirements of teaching in

class. The professional development of teachers can be achieved by enrolling them in

activities that are regularly and systematically organized by competent bodies in the

field of education, such as those included in the continuous vocational training

programs. A teachers’ professional development can also be enhanced through

constant self-study efforts, according to the needs of everyone, or by practising daily

teaching activities. Many teaching skills seem to develop much better once teachers

start conducting classes, rather than during the initial training or by participating in

activities that are designed specifically for this purpose, such as training courses or

tutoring. This article aims at presenting the perception of teachers

who conduct primary school classes, on the context in which they developed the

specific skills and expertise required for the successful unfolding of their teaching

activities in the classroom, and optimal interaction with students.

[Link]

4frjy7nq78

Effective teaching is the prime duty of a professional teacher. Changes in the teaching profession

are without end due to the nature of the profession, which is ever-changing timelessly. The

teacher is the most significant agent in the teaching-learning process. Teachers could either make

22
or unmake the future of students. Professional development can be enhanced through faculty

development activities such as instructional planning, instructional delivery, knowledge of the

subject matter, rapport with the students and classroom management. There is a rise in teaching

strategies in the twenty-first century through teamwork and innovation (Nairz-Wirth &

Feldmann, 2019). Improving teacher quality has become a vital thing to student fulfillment;

teacher professionalism gained more prominence. Nowadays, instructors' continuous

professional development is broadly visible as crucial for enhancing teachers' overall

performance and effectiveness and enhancing dedication to their work. Teachers must always

adapt to the current educational system changes to meet the students' needs and demands for the

global market. With the No Filipino Child Left Behind Act of 2010, all citizens have the right to

quality instruction, and that the State shall take appropriate steps to make that education

accessible. Recent reforms focus on curriculum standardization, which results in teachers

become accountable for students' performance. For developing countries like the Philippines,

producing highly skilled and globally competitive graduates is a great challenge for all educators.

The effectiveness of instruction is dependent on the caliber of teachers. In the book of Stronge

(2018) some researchers define teacher effectiveness as to student achievement. As a teachers'

influence is far-reaching, it is challenging to determine what outcomes might demonstrate the

effectiveness and how to measure results. Furthermore, many external variables affect each

potential measure of effectiveness outside.

[Link]

Student Engagement

23
 The productivity of beginning teachers through student engagement is an

important aspect of education. Research has shown that student engagement is

influenced by various factors such as instructional quality, responsiveness to

student needs, socioemotional climate of the classroom, and student autonomy

(Pattie Johnston, Colleen R. Beaudoin, et. al.; 2015). However, measuring

student engagement can be challenging as it goes beyond simple observations

of behaviors like hand raising (Journal Article,2023). However, measuring

student engagement can be challenging as it goes beyond simple observations

of behaviors like hand raising. Teachers' working conditions, including work

arrangement, safety, and potential strategies, also play a significant role in their

productivity (Seonjin Seo, Mary T. Brownell [Link].; 2011). Effective

communication, learning strategies, and emotional engagement are key

components of teacher engagement that contribute to their productivity (Janice

Hooper Holt,2011). Induction programs for beginning teachers can provide

support in terms of orientation, mentorship, administrator support, and

professional development, which can impact their engagement and ultimately

their productivity (Lesley Pasquin1, Susan Winn, 2007). Overall, student

engagement and teacher working conditions are important factors in

determining the productivity of beginning teachers.

[Link]

%20beginning%20teachers%20through%20students%20engagement

Beginning teachers who participate in induction programs show positive impacts on their

productivity. These programs provide comprehensive support, guidance, and training to help

24
beginning teachers develop their instructional strategies, student engagement, and classroom

management skills.

Classroom Management

Job satisfaction is the direct relationship between a work environment and an individual’s

attitude towards work (Dağyar, 2020). Many factors contribute to positive or negative job

experiences. The job satisfaction of teachers is dependent upon each individual school. Working

25
conditions and school composition are factors that a school can control. Teacher characteristics

are based on the individual. Working conditions that a school or school district can control are

workload, availability of necessary resources, and coworker collaboration (Toropova et al.,

2021). Student factors contribute to teacher job satisfaction. Teachers take student achievement

personally and feel better about themselves and their jobs 21 when students are successful (Wang

et al., 2020). Opportunities for professional development and support from leadership also make

a difference when individuals rate their job satisfaction (Toropova et al., 2021). Many surveys

have been conducted over time to measure levels of job satisfaction. Surveys are conducted and

then measured with descriptive statistics and correlations (Kasalak, & Dağyar, 2020).

Researchers are especially interested in the levels of job satisfaction of teachers, so they are

common. Many studies have been conducted to rate and understand the job satisfaction of

teachers. Research has made a connection between lessened teacher attrition and job satisfaction

(Ingersoll & Strong, 2011; Toropova et al., 2021). When teachers are happy with their jobs and

teaching assignments, they do not quit. Job satisfaction and working conditions play an

important role in an individual’s decision to remain in the teaching profession but more research

is needed to focus on the job satisfaction of teachers and make connections to novice teacher

attrition rates. Induction programs seek to improve job satisfaction rates by providing meaningful

professional development opportunities and providing support to improve working conditions.

“Teachers are expected to love their professions, to have a positive attitude towards their jobs, to

be satisfied with what their professions bring to them, and to have high self-efficacy beliefs that

they can do their jobs” (Kasalak, & Dağyar, 2020, p. 18) yet there is no standard system for

helping teachers feel support and confidence in what they do. The intention of induction

programs is to bridge the gap between expectation and reality.

26
[Link]

article=1892&context=dissertations

Beginning teachers need mentors who exhibit the qualities of trust, confidentiality, and

the ability to empower mentees. The mentor and mentee must have a personal relationship. This

relationship is critical for successful mentoring and is a connection that builds over time

(Hallamet al., 2012). Five key features comprise effective mentoring relationships. To build this

relationship, a mentor must model positive interactions, ask open-ended questions, paraphrase to

show understanding, offer non-judgmental statements, and provide think-time (Boogren, 2015).

Mentorship that supports the beginning teachers’ self-efficacy along with supporting emotional

needs ensures that the teacher feels support through stressful and challenging times. When

beginning teachers feel support and success, they stay in the teaching profession. (Tracy Ehlers

2919).

A beginning teacher's first year is the most important (Boogren, 2015). During this year,

the teacher must implement strategies from teacher preparation programs and student teaching

experiences (Boogren, 2015). Beginning teachers are also learning the realities of new schools,

curriculum, and students (Boogren, 2015).

[Link]

article=1008&context=teacher-education_masters

Given that the shortage of teachers remains a serious international problem to be solved, teacher

job satisfaction deserves constant and close attention. Not only does job satisfaction contribute to

teacher retention, but it also helps teachers and students to improve their well-being and can lead

to effective school cohesion and teacher professional status (Toropova et al., 2021). The concept

27
of job satisfaction was first introduced by Taylor (1912), and Feng and Qin (2009) summarised

that job satisfaction as either the employee's attitude towards their job or the emotional

reflection; or both, the employee's emotional experience of various aspects of the work situation.

Guo (2021) emphasized that teachers' job performance and productivity are impacted by their

level of job satisfaction, which can also have an impact on how stable their jobs are. The

particularly significant and serious headline 'Teachers Are Not OK Now, Even Though We Need

Them' (Will, 2021) appeared in a 2021 Education Week story, and Forbes' February 2022 story

noted 'Stress issues are driving teachers out of the workforce' (Daphne Gomez, 2022). Appearing

in the April 2022 issue of Education Week, author Madeline Will presents the serious conclusion

that 'teacher job satisfaction has reached an all-time low at the currently time'. It is because such

a viewpoint is presented that allows us to reflect on why the extent of teacher satisfaction, which

is continually and constantly discussed and researched, has changed so much. Because such

reports never cease, they provoke us to think deeply about what teachers are going through, how

they are performing in their current jobs and what triggers them to think deeply about job

satisfaction.

[Link]

Herzberg 1987; Herzberg, Mausner, and Snyderman 1959; Sergiovanni and Starratt 1983) is

frequently used in examining the job satisfaction of teachers (Spear, Gould, and Lee 2000).

Herzberg’s theory asserts that factors leading to job satisfaction and dissatisfaction are different

and separable; that is, employees’ job satisfaction cannot simply be achieved by taking away the

factors that lead to dissatisfaction, nor can being satisfied with some aspects of the job

compensate for factors that lead to dissatisfaction. Herzberg argued that typically, job

28
dissatisfaction arises from factors that relate to the job environment, such as company policy,

salary, and status.

[Link]

233001450_Beginning_teachers'_job_satisfaction_The_impact_of_school-based_factors

[Link]

Classroom management

The first few years in the classroom are a roller-coaster of emotions and second-

guessing. The best kind of mentor “listens with empathy,” (Cait Marie, 2022) and

knows how to redirect “worries and emotions positively,”(Alec Mielke,2022).

Based upon research, beginning teachers are not prepared to manage a classroom as they

enter the profession of education and have a need for practical strategies to assist them in

classroom and behavior management (Larmer et al., 2016). Classroom management is a concern

for teachers of all levels (Huth, 2015).

The First Days of School, a book recommended for beginning teachers, states “classroom

management skills are of primary importance in determining teacher success” (Wong & Wong,

2018, p. 93). Wong et al. (2018) further established that a teacher’s ability to manage a

classroom effectively creates an environment conducive to student engagement and productivity.

29
 Regardless of the knowledge of the teacher, classroom management is the “driving force

2 behind a teacher’s ability to be successful in the classroom” (Lindroos, 2016, p. 6). Without the

intentional establishment of a positive learning environment where students are focused and

engaged there is little likelihood learning will take place, thereby resulting in the beginning

teacher’s lack of success (Lindroos, 2016).

To ensure first-year teachers’ success in meeting the challenge of managing a classroom,

research has indicated the need for practical, hands-on opportunities in preparing teachers for the

classroom (Larmer et al., 2016). Further study of first- and second-year teachers participating in

a teacher induction program found that implementing strategies and techniques provided through

classroom management training helped to “create a more positive learning environment”

(Larmer et al., 2016).

A study by Voss, Wagner, Klusmann, Trautwein, and Kunter, (2017) which took place in

Germany, involved teacher education students who participated in a mandatory induction

program for beginning teachers. As a part of Germany’s formal teacher education process,

students participated in two phases: the first, taking place at university level while completing

degree requirements, and the second, a required 1.5 to 2-year induction program. During the post

graduate induction phase, also referred to as the Referendariat, teacher education students were

appointed to schools where they were assigned to mentor teachers in a type of internship/student

teaching capacity (Voss et al., 2017). The focus of the investigation (Voss et al., 2017) centered

on two outcomes: classroom management knowledge as a cognitive outcome and emotional

exhaustion as an emotional outcome. Methodology employed within the study (Voss et al., 2017)

included an analysis of data from previous research tracking two different cohorts, measuring

them at the beginning and end of the first year of teaching. Cohort 1’s first point of evaluation

30
was at the beginning of the first 26 year of teaching, with the second point of evaluation at the

end of the first year of teaching. Cohort 2’s first point of evaluation was at the beginning of the

second year of teaching, while in the induction phase, and the second point of evaluation was at

the end of the second year of teaching, their completion of the induction phase. The sample

involved 746 teacher candidates. Teachers participating within the study observed five brief

video sessions, designed by the researchers (Voss et al., 2017) that were related to significant

classroom management settings. Following each video session, the participants completed

question surveys related to the video content. The answers were coded using a coding scheme

judging answers as “right or wrong” (Voss et al., 2017, p. 174).Classroom management

knowledge was evaluated using a standardized testing instrument, enabling the researchers to

gather a true measure of the teachers’ understanding of classroom management, rather than

relying on teachers’ self-reporting expertise (Voss et al., 2017). Voss et al. (2017) presented

evidence that, although the first years of teaching were tremendously challenging for teachers,

there was a significant increase in classroom management knowledge during the teacher

induction phase. Contrary to Voss et al.’s (2017) expectations, none of the variables included

within the study substantially contributed to the change in classroom management knowledge.

Voss et al. (2017) asserted that a significant strength of the study was the large sample involving

two cohorts which were evaluated twice throughout the German induction phase. This enabled

the researchers to explore actual changes in their understanding of classroom management while

participating in the teaching induction phase. All teachers involved in the study had at least one

class of mathematics, a requirement in Germany and, thereby, limited the generalizability of the

results (Voss et al., 2017). Voss et al. (2017), in 27 the concluding statements, emphasized that,

31
theoretically, teacher induction programs do promote the growth of beginning teachers’

understanding of classroom management.

Negative behaviors disrupt instruction and prevent learning; therefore, possessing

necessary skills to defuse problematic behaviors is critical for the classroom teacher. Leslie Ellis

(2018) contended “how a teacher perceives his or her classroom management plays a large role

in effective teaching, learning, and student behavior” (p. 38). Ellis’ (2018) focused upon teacher

turnover, with student behavior issues, or classroom management, indicated as one of the main

reasons new teachers leave the profession after the first year of teaching. Ellis, in a qualitative

case study conducted in 2018, explored ten teachers’ perceptions of their own classroom

management, perceptions of school administration’s classroom management, and finally, to

determine professional development strategies that would strengthen management skills within

the classroom. Emergent themes included classroom management strategies, clear expectations,

and professional development. As a result of the study, professional development sessions were

conducted to reinforce positive classroom management and organizational strategies (Ellis,

2018).

[Link]

Successful, well-designed induction programs are linked to teacher retention, increased

professional growth and improved student learning (Podolsky, et al., 2019). After districts hire

teachers, strong induction and support for novice teachers during the first years in the

professional can increase their retention. The first few years of a teacher’s career are formative

ones as teachers make the leap from preparation to practice. Depending on the amount and

quality of support they encounter in their first teaching job, new teachers can grow into highly

32
competent ones---or they may develop counterproductive approaches or leave the profession

entirely (Podolsky, et al., 2019, p. 16). Beginning teachers with the support of an induction

program are more able to maintain a positive classroom atmosphere. This leads the teacher to a

feeling of success and higher sense of self-efficacy, in turn creating greater job satisfaction

(Shuls & Flores, 2020). Most well-designed induction programs include the key component of

mentorship.

Students benefit from these relationships because through them, new teachers gain classroom

management and instructional skills, and have the opportunity to develop problem-solving skills

through the guidance of a mentor.

Collaboration

Collaboration Teachers feel valued when they are given space to share their expertise,

collaborate, and solve problems related to their students. “When teachers are supported in

collaborating and doing what works for children, they feel more efficacious in the work”

(Podolsky, et al., 2019, p. 18). According to Hurley, “Teachers who collaborate with their

colleagues are able to overcome professional hurdles, trust each other with their capabilities and

expertise, and share similar problems and experiences; furthermore, this leads to higher levels of

engagement, vigor, and dedication” (2021, p.24). When leaders establish collaborative support

for teachers, they create a built-in support system. This is important for all teachers, 27 but

especially for early career teachers. “Mutually supportive, and trusting personal, professional,

and peer relationships are important in beginning teachers’ capability to become resilient in the

33
face of challenging and stressful circumstances and situations” (Morettini, et al., 2020, p.58).

The collaborative support system also reduces chronic stress, “The growing number of teacher

burnout cases can no longer be ignored, and the effects of burnout syndrome cannot be easily

overcome unless adequate measures are taken to reduce this chronic stress, such as continuing

professional education and instituting collaborations structures” (Hurley, 2021, p.25).

Collaboration develops supportive, purposeful working relationships that prevent burnout.

[Link]

Induction Program for Beginning Teachers (IPBT) is a systematic and

comprehensive professional development program for beginning

teachers with 0 to 3 years of teaching experience that has been

developed to improve their knowledge, skills, attitudes, and values

(KSAVs), and increase their confidence in teaching to make them

effective and efficient teachers who nurture the potentials, abilities,

and talents of every learner(DepEd2022).

34
In the Philippines, a structured and organized teacher induction saw light when the TEC

(Teacher Education Council) was created by virtue of R.A. (Republic Act) No. 7784, which was

mandated to strengthen teacher education in the country.1 Pursuant to its mandate, the TEC

embarked on a project to systematize teacher induction nationwide. The Council conceptualized

the TIP (Teacher Induction Program) during the 2003 Strategic Workshop, after a series of zonal

conferences with teacher education institutions and the fields of offices of the DepEd

(Department of Education) in the Philippines (Redillas, 2017).

The results of the consultations validated the findings that induction programs were conducted in

the division and school levels, but there was a need to “systematize, structure, and organize” the

program for teachers with 0-3 years experience. Thus, the TEC packaged a set of 17 self-paced

modules with pre and post assessments used as a resource base for the TIP to be institutionalized

by DepEd of Philippines. TIP was, then, pilot tested in 2006 and through DepEd Memo No.39, s.

2008, mass institutionalization of the TIP, revised as per pilot testing results, was announced

(Nicodemus, 2011; and Redillas, 2017).

[Link] was first indexed by Google in March 2018

A new or novice teacher is a teacher within the first three years of his or her teaching career.

Today, there are more new teachers than ever and the number of new teachers is increasing even

more each passing year. In the early 1990s, most teachers had around 15 years of classroom

experience. Now, most teachers currently employed in schools have only one year of 10 teaching

experience (Bastian & Marks, 2017). Teachers with little experience make up the majority of the

teaching force in today’s schools around the world (Bastian & Marks, 2017; Glazerman et al.,

2010). That means that most of the teachers currently employed have three or less years of

classroom teaching experience.

beginning teachers in and out of the classroom. Many induction program leaders set their goal to

improve teacher retention. Yet, leaders of the programs do not always systematically create and

execute the programs with the appropriate tools for optimal retention. New teacher induction

programs have many components, such as professional development (PD), coaching, and

mentorship. Mentoring is a significant component, but mentorship could only provide minimal

support at best, especially when mentors were classroom teachers. The Southern Regional

Education Board (SREB) noted, “if mentoring duties are simply tacked on top of teaching duties,

it limits the time and energy available for quality mentoring—resulting in new teachers who

receive inconsistent and compliance-driven support” (2018, p. 3).

Over the past years, researchers have pointed out in their studies related to the field of education

the challenges and problems faced by new teachers during their practice teaching (Han, 2023;

Wu, 2018; Ren, 2016). Also, there was no interest in induction programs that support and guide

new teachers. Moreover, in recent years, the issue of supporting and guiding novice teachers has

become a problem that many countries suffer from, due to the lack of teachers (Han, 2023). In

addition, many recent studies have found that the most important challenges teachers face during

the early years of practicing the profession are a lack of self-efficacy, defining thereby a

teaching identity, managing work-related stress and requirements, meeting performance

expectations, enduring and dealing with heavy teaching loads and intense competition, and

navigating relationships with students, colleagues, parents, and administrators (Han, 2023;

Headden, 2014; Atteberry et al., 2015; Ren, 2016; Wu, 2018). Teachers’ induction programs

36
(TIPs) represent bridges through which new teachers move into the process of teaching students,

as the main aim of these programs was to provide teachers in the early years with support and

guidance from experienced teachers in the field of teaching, in order to enhance the quality of

teachers’ teaching and cooperation in the classroom, and thus to retain new teachers who are able

to manage their classes effectively; and this is reflected in the quality of students' achievement

(Han, 2023; Porter & Thompson, 2022).

[Link]

[Link]

[Link] teachers satisfaction

[Link] job satisfaction questionaires

On Induction Program

Mentoring

Researchers Mullen and Klimaitis (2021) defines mentoring as the planned pairing of a

more experienced person with a less experienced individual to help with the professional

development of the latter to reduce teacher turnover. Mukeredzi et al. (2015), in turn, agree with

Nkomo et al. (2018) when explaining mentoring as a one-on-one relationship between a

competent, experienced teacher (mentor) and a novice or trainee (mentee).

37
Beginning teachers also need supportive administrators. Study after study shows that good

leadership reduces the likelihood of teacher turnover. But this is about more than just the

relationship that a beginning teacher has with their principal or assistant principal, as illustrated

in research on administrators' direct and indirect influence on teacher turnover (Redding et. al.,

2019).

According to Zembytska (2016), mentoring was the core element of any induction program.

Positive outcomes for the programs were more probable when mentoring was combined with the

district and school-based induction support. He identified support as activities such as orientation

sessions, workshops, seminars, summer training (summer institutes), lectures, debates, formal

and informal meetings, surveys, assessments, interviews, and so on. Zembytska also stated

mentoring programs needed to include mentors who received the necessary training and were

highly knowledgeable about teaching and coaching. According to research, to be an effective

mentor one needs to have at least three years of teaching experience and demonstrate skills in

classroom training, effective implementation of classroom instructional practices, and coaching

(Rivers, 2016).

[Link]

Mentoring is different from induction—helping new teachers navigate the practical

aspects of the job, such as how to follow field trip protocols or work the laminator.

Mentors play a more expansive role, helping new teachers manage the grind of daily

struggles and the challenges of the profession, (Sarah Gonser,2022).

38
[Link]

mentor-teachers/

According to Mukeredzi et al. (2015), "promoting the acquisition of knowledge, skills

and competencies through education is necessary for the performance of chosen roles that

contribute to national economic and social development" (p. 3). Ekechukwu and Horsfall (2015)

as well as Kutsyuruba and Godden (2019) indicate that mentoring can be viewed as the

professional development of younger teachers, which promotes the continuous and lifelong

development of teachers.

The process of mentoring has emerged as a professional development technique in

education to improve teachers' professional skills through career development (Akhalq et al.,

2016). With this in mind, Smit and Du Toit (2016) state that a mentoring program contributes to

beginner teachers' professional development and helps them to develop their full potential. By

promoting professional development among newly qualified teachers, mentors enable these

beginner teachers to acquire certain skills, which makes them more effective in their new work

environment (Kutsyuruba & Godden, 2019). But what are the benefits of such a mentoring

program? Firstly, mentoring is important to develop the skills of teachers. Authors such as Khan

et al. (2016) acknowledge that when an organization focuses on developing employees' skills, the

organization increases the employees’ performance, which, in turn, enables them to be more

productive. This will cause employees to become more satisfied in their work environment and

to grow in their commitment to the organization. According to Akhalq et al. (2016), "mentoring

is a two-way process and provides a career path growth and enrichment for the advancement of

knowledge to each individual of their respective deficient areas” (p. 436) Secondly, mentoring

39
increases the productivity of teachers. In their study, Mukeredzi et al. (2015) define the concept

of productivity concerning teachers as the "possession of pedagogies within the wider domain of

knowledge, skills, attitudes and competences" (p. 3). Van der Weijden et al. (2015) add that

"mentors play a significant role in the personal and professional development of academic

leaders, as well as on their productivity and performance" (p. 280). This is supported by Mundia

and Iravo (2015) who state that "the ability of mentors to implement the mentoring program

activities may lead to psychosocial support and career development, and enhance their overall

work productivity" (p. 394) Thirdly, coaching, mentoring and support of novice teachers by

more experienced teachers will help these novice teachers to become accomplished teachers and

will positively influence learners' academic achievements (Heiney-Smith & Denton, 2015). In

studies conducted by Tahir et al. (2014) as well as Kutsyuruba and Godden (2019), the authors

state that it is imperative to improve the teaching performance of beginner teachers. The support

and guidance of a more experienced person (mentor) will have a positive effect on the quality

and teaching performance of beginner teachers. Furthermore, Mukeredzi et al. (2015) indicate

that mentees who are supported and guided by competent mentors will adapt more easily to their

new workload and complex work environment. This is supported by Akhalq et al. (2016) who

found in their study that support and assistance are transmitted through observation, discussions,

questioning and planning; hence, the assistance of a more experienced person through the

process of mentoring will support a less experienced individual with the necessary guidance in

their profession. Moreover, when newly qualified teachers are supported by a mentor who guides

and outlines all the requirements in an educational setting, the new teachers will develop into a

confident and committed workforce that experiences a sense of empowerment within their new

work environment (Mirza, 2018). According to Ukil (2016) and Onyemaechi (2019), employee

40
empowerment is a relatively new concept that makes staff more proactive and self-sufficient; and

when employees are empowered, they feel that they are a core asset to the organization, which

creates a sense of belonging, builds trust, promotes communication and increases organizational

effectiveness.

Lastly, Renbarger and Davis (2019) explain that when communication is listed as an

effective tool within any work environment, it has been found to improve job satisfaction,

productivity, and job performance, as well as binding people together in an organization through

the adoption of the values of an organization in order to promote the organizations goals and

objectives.

Professional Development

Teachers need professional development that they find useful. Shuls and Flores, when

examining highly effective schools with high levels of teacher retention, discovered that an

effective school “allows teacher voices to be heard when deciding what types of professional

development to offer and even allows teachers to attend sessions that best fit their needs” (2020,

p.12). The schools in the study understand that teachers working with the students have a better

understanding of instructional and behavioral needs within the schools and allow them to provide

input as to what professional development is most needed. This personalized professional

development approach is used by the three districts in the study “to keep teachers engaged,

encouraged, growing as professionals, and most importantly, as valuable members of their

district” (Shuls & Flores, 2020, p. 13).

This kind of build-your own professional development honors teachers as professionals

and provides professional development that is useful to teachers. 28 In other studies, various

41
types of professional development led to teacher retention. “Certain aspects of teachers’

professional learning identified in survey items were associated with greater teacher retention:

these included professional learning that is aligned with school improvement plans, that

encourages reflection on practice, and that offers opportunities for follow-up efforts that relate to

specific training” (Berry, et al., 2021, p.7). Reflection and personal application tie value to

professional development. Additionally, new teachers benefit from professional development

relative to their community setting. “Through contextual familiarity, beginning teachers can

begin to appreciate students’ funds of knowledge and tap into community cultural wealth. To

that point, the findings suggest more targeted professional development for beginning teachers

about the communities in which they teach” (Morettini, 2020, p.58). When teachers know and

understand the culture of their students, they will experience greater satisfaction and increased

commitment to teaching.

[Link]

42
Related Studies

On Satisfaction of Beginning Teachers on the Induction Program

Catherine Teresa Linhardt(2022) conducted a study in university of Northern Colorado, In the

area of job satisfaction, the teachers who completed the survey were generally satisfied with their

teaching experiences. Their overall satisfaction rating averaged 3.3818 with a standard deviation

of 0.7559. Considering all questions in the category of satisfaction, teachers responded with

somewhat satisfied 32.62% and very satisfied 48.99%. Combined ratings of somewhat satisfied

and very satisfied occurred 81.45%. Meaning, teachers fell between 34 somewhat satisfied and

very satisfied and the overall ratings ranged within one point of the average. When asked

specifically about their induction program and level of satisfaction, teachers were also on

average satisfied with the program with a rating of 3.6897 and a standard deviation of 0.5414.

The three lowest rated areas were workload (2.76), student discipline and behavior (2.93), and

opportunities for professional development (3.1).

[Link]

instrument

Lynda Kidd Natalie Brown Noleine Fitzallen(2015) conducted a study in university of Tasmania

on Beginning Teachers on perception of their induction program into teaching profession find

out that many beginning teachers entered the profession through casual or contract positions.

Although the beginning teachers reported receiving satisfactory support, the support received

varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and

induction programs are limited. Lack of support, work dissatisfaction and an informal entrance

into the profession influence beginning teacher’s career plans and thus teacher attrition.

43
[Link] research instrument

Mark Morgan and Michael O'Leary (2004) Factors associated with teacher satisfaction among

beginning teachers are investigated in a survey of 468 former students of a teacher education college

who had spent between 6 and 18 months in the classroom. The survey identified school support,

perceived self-efficacy, and curricular competence as important factors. Pre-entry characteristics,

including quality of degree, were not. Neither was the grade level at which teachers were teaching.

Teachers in smaller schools expressed higher levels of satisfaction. Teachers in schools serving

disadvantaged communities did not differ from teachers in other schools in their reported level of

satisfaction. However, the patterns of association with satisfaction differed in schools serving students

in disadvantaged locations and in schools in other locations.

[Link]

Marlyn G. Araneta, EdD(2017) conducted a study in Esperanza, Sultan Kudarat, Region XII,

Philippines This study assessed the induction program for beginning and experienced teachers in

Sultan Kudarat Division, Region XII, Philippines. Findings served as bases for a proposed

district-based teacher re-orientation program in the district and division levels. This study used

descriptive-evaluative research design utilizing quantitative approach, supported by qualitative

data. Weighted mean was used to determine the extent of implementation of teacher induction

program (TIP) and the extent of addressing the current needs of teachers. The TIP was very well

practiced and implemented for newly-hired teachers of both the beginner and experienced

teachers. The coverage of the program on professional ethics, vision, mission, goals and

objectives and welfare and benefits were rated very well practiced. The needs were addressed

during the TIP for the beginning and experienced teachers based on the NCBTS Domain.

44
Professional growth and professional development, social regards for learning, learning

environment, curriculum, community linkages and diversity of learners are the domain of

NCBTS which were rated as very well practiced. Lack of support from the school in terms of

financial aspect, attitude and lack of commitment and inadequacy of instructional materials and

facilities were the problems encountered in the implementation of TIP. The teacher induction

program was regularly implemented to the newly-hired teachers to help them understand and

develop the knowledge on the vision, mission, goals and objectives, administrative discipline,

welfare and benefits and professional ethics. The implementation of TIP for the newly-hired

teachers help them to determine their roles and responsibilities that govern in the teaching

profession through the inclusion of the NCBTS that provides general and specific understanding

on the concepts of teaching and learning process.

[Link]

[Link] instruments

[Link] clsu

Fatma ÇOBANOĞLU1 & Zeynep Ayvaz-Tuncel1(2018) Perspectives on beginning teachers’

possible problems and their reasons force many of the countries to develop teacher induction

programs. Teacher induction programs are extensive, consistent and ongoing professional

processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher

45
induction program” which has been initiated in 2016 is a regulation to train novice teachers for

six months. The rationale of the program for the novice teachers is to have more practical

experience and in turn to teach effectively in their classrooms. As each new regulation can be

accompanied by some obscurities, scientific research will serve to increase the quality of the

processes and practices in teacher induction programs. In this sense, the current research aims to

determine the views of 357 novice teachers on the goal achievement of the teacher induction

program. A questionnaire form was developed to collect the data consisting of 43 questions one

of which is an open-ended question. Results suggested that preservice education and teacher

induction program have similar contributions in regard to the goal achievement of the teacher

induction program. Moreover, considering the process as a whole, the mentor has an important

role in the development of novice teachers.

[Link]

On Productivity of Beginning Teachers on the Induction Program

Ranju Singh (2019) conducted a study on "Teacher Induction for Professional Development:

Females' Perspectives" was an attempt to explore the female teachers' perspectives about

induction for their professional [Link] finding indicated that induction helps to

provide quality education, upgrade professional knowledge, make familiar the female teachers

with new environment, and develop self-confidence in them. Similarly, I found problems like

adjustment in new environment, lack of confidence, high level of hesitation, interaction with

46
students and parents, and fluency in language. Teacher induction program is not in practices

formally or informally. But, some developed instituted is conducted informally.

[Link]

Local Studies

Rhodora I. Dela Rosa1 and Danilo S. Vargas2 (2021)This study analyzed the teachers’

productivity and teaching styles. There were 85 teacher – respondents who participated in the

study. The Office of Admission, CLSU - Testing and Evaluation Center served as major data

sources. The survey questionnaire was used to gather data on teachers' attributes. Descriptive

statistics and t-test were the statistical tools used in the study. Results revealed that the teacher –

respondents' sex distribution was almost equal. Most of them were Assistant Professors and

higher with 19.40 years as mean length of teaching experience. The majority were members of

professional organizations, however, they were found to have low-level research involvement

and book development. The integrated method is the most used teaching procedure with "expert"

as the prevailing teaching style. Findings revealed that there was no significant difference

between their teaching styles of the various teachers who handled the general education,

professional education, and specialization courses.

[Link]

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7099029007090116088013&EXT=pdf&INDEX=TRUE

47
Theoretical Framework

Conceptual Framework

Paradigm of the Study

Chapter 3

RESEARCH METHODOLOGY

48
 This chapter presents the research design, the respondents of the

study, sampling scheme, the instruments, data gathering procedure, and

statistical treatment of the study.

Research Design

Respondents of the Study

Data Gathering Instrument

Data Gathering Procedure

Statistical Treatment of Data

Chapter IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF THE DTUDY

Chapter V

SUMMARY,FINDINGS, CONCLUSION AND RECOMMENDATION

References:

49
This study investigated effects
of the use of digital storytelling
activities in 6th

50