Thesis MAED EdMan Jean Ramos

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 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).
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.
https://www.teacherph.com/induction-program-for-beginning-teachers-ipbt/
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 beginning 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 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 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).
https://repository.up.ac.za/bitstream/handle/2263/78469/Mamba_Views_2020.pdf?
sequence=1
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.
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 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.
2. How significant of the following variables is the level of satisfaction of beginning
teachers on the induction programs along:
a. quality of mentoring ;
b. collaborative environment ;
c. professional development opportunities;
3. How significant of the following variables is the level of productivity of beginning
teachers on the induction programs along:
a. teaching skills development;
b. student engagement;
c. classroom management.
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.
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, Sta.Lucia 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.
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.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents literature and studies upon which the researcher organized
this study.
Related Literatures
On Induction Program of Beginning Teacher
Teacher induction is a professional development program that incorporates mentoring and is
designed to offer support, guidance, and orientation for beginning teachers during the
transition into their first teaching jobs. These programs help beginning teachers through their
first year of teaching by supporting ongoing dialogue and collaboration among teachers,
which accelerates the beginning teachers’ effectiveness and increases student achievement
(AIR 2015).
Induction programs for beginning teachers are important for their support and
retention in the profession. These programs should include components such as mentoring,
professional development, and evaluation (Brandi Disberger, Shannon G. Washburn, et.al.;
2022). Effective induction programs have been found to decrease teacher attrition rates and
increase job satisfaction (William Jesse Bacon, 2020). Beginning teachers often feel isolated
and lack support, which can lead to their decision to leave the profession (Thooptong
Kwangsawad, 2020). Components of an effective induction program include a structured
mentoring program, reduced workload, new teacher orientation, and collaboration between
the school district and the university (SciSpace 2022). Quality induction programs provide
support to beginning teachers through guidance and professional learning, helping them
develop resilience and self-efficacy (SciSpace 2022). It is important for induction programs
to address the unique needs of beginning teachers and provide resources, multiple mentors,
feedback on teaching, and structured reflection.
https://typeset.io/search?q=what%20are%20the%20rrls%20of%20induction
%20program%20of%20beginning%20teachers?
Sean Kearney (2017), Beginning teacher induction is becoming an increasingly popular
process in acculturating teachers to their new careers. The problems that teachers face early in
their careers are well known, and effective and ongoing induction is one of the foremost
practices for alleviating the pressures that teachers face early in their careers.
https://typeset.io/papers/beginning-teacher-induction-in-secondary-schools-a-best-2es8iiz5dd
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 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.
Beginning teachers' evaluation in induction programs has been the focus of several
research studies. One study conducted in the Philippines found that novice teachers faced
challenges during their Teacher Induction Program (TIP) in improving instructional effectiveness
and professional development. The study recommended an enhanced mentoring program
embedded in an action plan to reevaluate the TIP and provide stronger support from school
administrators (Reynaldo Moral et.al; (2022). Another evaluative case study explored how
mentors or coaches, called Associates, support beginning in-service teachers in developing
reflective teaching practices. The study suggested that Associates should meet beginning teachers
where they are on the reflective continuum and emphasized the need for meaningful professional
development for Associates (Julie A. Bell et.al; 2022). A study conducted in a northeastern
Louisiana school district identified the characteristics of effective teacher induction programs and
highlighted the importance of a structured mentoring program, reduced workload, new teacher
orientation, professional development, and collaboration between the school district and the
university [3]. A longitudinal qualitative case study focused on beginning agriculture teachers and
recommended components for an induction program, including developing a supportive
community, providing resources, multiple mentors, feedback on teaching, and structured
reflection (Brandi Disberger et.al; 2022).
https://typeset.io/papers/induction-programs-for-beginning-agriculture-teachers-2jw3hosc
https://typeset.io/search?q=RRL%27s%20on%20evaluation%20of%20beginning
%20teachers%20on%20the%20induction%20progrsams?
https://files.eric.ed.gov/fulltext/EJ1180871.pdf
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 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).
Kutsyuruba and Godden (2019) indicate that mentoring can be view 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).
https://www.niet.org/newsroom/show/blog/quality-mentoring-new-teachers-
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 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.
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 teachers in
developing the knowledge, skills, and efficacy they need (Lindsay Stoetzel, Stephanie
Shedrow 2021).
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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).
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1246&context=gradprojects
(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.
https://www.tandfonline.com/doi/abs/10.1080/00313831.2019.1616611
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). 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).
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.
https://digitalcommons.csp.edu/cgi/viewcontent.cgi?
article=1008&context=teacher-education_masters
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. et.al.; 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).
https://www.mdpi.com/2227-7390/10/1/51#B42-mathematics-10-00051
https://scholar.google.com/scholar_lookup?
title=Effective+Teacher+Professional+Development&author=Darling-Hammond,+L.&author=Hyler,
+M.E.&author=Gardner,+M.&publication_year=2017
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/j.ijer.2018.04.002
https://scholar.google.com/scholar_lookup?title=Mentors,+self-efficacy,
+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
https://scholar.google.com/scholar_lookup?title=TALIS+2013:+Working+Conditions,
+Teacher+Job+Satisfaction+and+Retention&author=Sims,+S.&publication_year=2017
https://scholar.google.com/scholar_lookup?title=Teacher+job+satisfaction:
+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
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
https://scholar.google.com/scholar_lookup?title=Dynamic+patterns+of+teachers
%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/j.tate.2021.103565
https://scholar.google.com/scholar_lookup?title=The+Relationship+Study+of+Teachers
%E2%80%99+Perceptions+Towards+Professional+Development+and+Their+Job+Satisfaction+at+Mo
nastic+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
https://scholar.google.com/scholar_lookup?title=Teachers+in+Europe:+Careers,
+Development+and+Well-
being&author=European+Commission&author=EACEA&author=Eurydice&publication_year=2021
https://scholar.google.com/scholar_lookup?title=Mentors,+self-efficacy,
+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
https://scholar.google.com/scholar_lookup?title=Dynamic+patterns+of+teachers
%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/j.tate.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.
https://txate.org/resources/Documents/Forum%202022-%20Final%20-%20Castaneda
%20et%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. (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.
https://txate.org/resources/Documents/Forum%202022-%20Final%20-%20Castaneda
%20et%20al..pdf
On Productivity of Beginning Teachers on the Induction Program
Teaching Skills Development
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
skillsteachers 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. 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.
https://typeset.io/papers/development-of-teachers-teaching-skills-perceptions-on-
the-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 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.
Student Engagement
The research literature suggests that measuring the productivity of beginning teachers
in terms of student engagement can be challenging. While behaviors such as hand raising
may be considered as evidence of engagement, they do not capture the motivational factors
behind true engagement. 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 et.al.; 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.
https://typeset.io/search?q=what%20are%20the%20productivity%20of%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 beginning teachers develop their instructional strategies, student engagement, and
classroom management skills.
Classroom Management
(Maria Victoria C. Hermosisima, Jerick C. Ferrer,et.al.;2018) Classroom management
of beginning teachers in the Philippines is a significant concern. Challenges faced by new
teachers in the public school system include handling large classes, student differences, and
classroom management. Support for new teachers mainly comes in the form of training, school-
initiated programs, and support from colleagues. The Department of Education of the Philippines
should consider institutionalizing an Induction Program for new teachers in public schools to
address their unique needs, especially related to large classes.

https://typeset.io/papers/beginning-teacher-induction-practices-in-the-context-of-
2g7h8vy8gf
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.
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 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, 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).
https://firescholars.seu.edu/cgi/viewcontent.cgi?article=1053&context=coe
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).
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.
Classroom management of beginning teachers in the Philippines is a significant concern.
Challenges faced by new teachers in the public school system include handling large classes,
student differences, and classroom management [1]. Support for new teachers mainly comes in the
form of training, school-initiated programs, and support from colleagues [2]. The Department of
Education of the Philippines should consider institutionalizing an Induction Program for new
[3]
teachers in public schools to address their unique needs, especially related to large classes .A
study on classroom management approaches of STE science teachers in Region 1, Philippines,

[4]
revealed that most teachers employ a student-centered approach . The demographic profile of
teachers, including sex, age, position, and length of service, did not significantly influence their
classroom management approach [5]. There is a gap between theory and practice in the classroom
management of beginning teachers, and a multi-modal platform of 'case-stories' has been
developed to bridge this gap .
Related Studies
On Induction Program for Teachers
Anne McGeehan (2919) conducted a study A Study of New Teachers' Perceptions of
Their Induction Programs in The results of this study showed new teachers regard elements
of induction programs as important factors in their success as new teachers. Being assigned a
mentor early in their teaching career, being able to collaborate with other teachers, and
having relevant professional development all played a vital role in their decision-making
process to remain in the teaching profession.
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. 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.
https://journal-ems.com/index.php/emsj/article/viewFile/235/229
A Study of New Teachers' Perceptions of Their Induction Programs, conducted by Anne
McGeehan (2019).New teachers reported common aspects to their induction program, such
as training length and mentor-teacher collaboration. New teachers also identified elements
within their program that supported their “newness” as a teacher such as common planning
time, the ability to watch other teachers, and the support of their administrator. The perceived
components of new teacher induction programs and the decision-making process to remain a
teacher were addressed in questions throughout the survey. The majority of 68 the
participants (21; 53.84%) indicated that their induction program aided in the decision to
remain a teacher.
https://scholarship.shu.edu/cgi/viewcontent.cgi?
article=3695&context=dissertations
According to Fatma ÇOBANOĞLU & Zeynep Ayvaz-Tuncel (2018) conducted a
study Teacher Induction Program: First Experience in Turkey. The researcher aims to
determine the views of 357 beginning 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 pre-service

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 beginning teachers.
Meluso Moses Mamba (202) conducted a study Views on Induction Programs for
Beginning Teachers and revealed that beginning teachers are not adequately supported they
were not inducted most of the schools involved in this study. Schools do not have a clear
direction or how the induction process should be implemented; they do not have any
documentation or induction that can act as a guideline for the inductors. Through this
investigative study, the researcher learnt that beginning teachers are concerned with, and
frustrated about the challenges that they face in schools, especially the challenge of classroom
management.
Most of the sample principals do not monitor the progress of beginning teachers and
there is no accountability HODs who act as inductors of beginning teachers. Despite the
responses of senior teachers to the role of induction and its relationship with successful
teaching, they do not engage fully in induction programs; they do not priorities the induction
of new teachers and hide behind their busy schedules.
sequence=1
Shorena Dolaberidze(2021) study and examined the r perceptions of the outcomes of
engaging in induction programs and the impact of teacher inductions programs on their
teaching practice. The study participants were K-12 public school teachers who had
completed one to three years of teaching with at least half academic year of teacher induction
experience in select Minnesota public schools. While it is highly recommended that
Minnesota public school districts implement teacher induction programs, studies examining
the range and the perception of the quality of the implementation of the program components
are very limited. Thus, the findings derived from the results of the study may provide data to
education leaders on whether their school districts’ induction programs are consistent with
best practices found in the literature review. In addition, 3 the study may also provide
guidance to school district leadership to support beginning teachers through the
implementation of quality induction programs.
https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1102&context=edad_etds
On Satisfaction of Beginning Teachers
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).
R. J. Nico Botha*1 & Jean-Pierre Hugo (2021) studied and explores the impact of an
effective mentoring program at primary schools in the province of Mpumalanga, South
Africa to support and improve job satisfaction among beginner teachers entering the
profession. This study follows a quantitative approach, consisting of a Likert-scale
questionnaire. The sample of the study was a number of 550 teachers (principals, deputy
principals, heads of department, teachers and student teachers) from different races and
cultures from 50 randomly selected state and private primary schools in Mpumalanga. After
comparing the literature with the respondents' data, the researchers found that the
development and implementation of a mentoring program in the province of Mpumalanga
would positively impacts beginner teachers' job satisfaction, thus indicating a definite need
for such a mentoring program.
sequence=1
(Rachel Renbarger and Brenda K. Davis 2019) conducted a study Mentors, Self-
efficacy, or Professional Development: Which Mediate Job Satisfaction for New Teachers? A
Regression Examination. Researchers has shown that new teachers have struggles in the
classroom, leading to high attrition rates for this population. Factors such as job satisfaction,
self-efficacy, and mentorship programs have all been found to impact teacher attrition. This
study aims to examine the relationship between these variables along with another common
issue teachers face: barriers to professional development (i.e., cost, time). This study utilized
the Teaching and Learning International Survey of beginning teachers in the United States.
Using multiple regression, results indicated there was a positive relationship between job
satisfaction and self-efficacy and the presence of a mentor. There was a negative relationship
between barriers to professional development and job satisfaction. Limitations, implications,
and areas for future research are discussed.
Kelly Anne Ladner (2022) conducted a study Beginning T Beginning Teachers'
Perceptions of New Teacher Mentoring in a Suburban Mississippi School District. The
research study revealed the importance of establishing an effective mentoring program
designed to meet teachers’ individualized needs, in order to improve new teacher retention
rates. Each participant in the current study had varying experiences based on their
background, grade level taught, and support provided within their school building. As a
result, the mentoring program implemented in the suburban Mississippi School District did
not meet teachers’ individualized needs, since each teacher was provided with the same
support. A mentoring program designed to meet teachers’ specific needs is the most effective
method to decrease new teacher attrition rates.
https://egrove.olemiss.edu/cgi/viewcontent.cgi?article=3450&context=etd
Mike Smet (2021) conducted a study Professional Development and Teacher Job
Satisfaction: Evidence from a Multilevel Model in Antwerp, Belgium. The researcher’s main
goal is to disentangle the interactions between need for and participation in professional
development activities, allowing more detailed and precise analyses that may lead to a better
substantiated understanding of the mechanisms at work. We use data from the 2018 wave of
the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data
structure of teachers nested in schools, nested in regions requires the use of appropriate
estimation techniques: multilevel or hierarchical linear modelling (HLM). The researcher find
out a significant positive relationship between job satisfaction and need for professional
development for teaching diversity and special needs, which is (negatively) moderated by the
number of professional development activities a teacher had participated in. Another
indicator, measuring the need for professional development in subject matter and pedagogy,
shows a significant negative relationship with job satisfaction and is (positively) moderated
by the amount of professional development.

Ruth Chung Wei, Linda Darling-Hammond (2019) conducted a study Professional
Learning in the Learning Profession A Status Report on Teacher Development in United
States almost all U.S. teachers reported participating in workshops, conferences, or other
training sessions (92%) over the previous 12 months, a slight decline from the levels of
participation (95%). Fewer teachers participated in other forms of formal professional
development, including university courses related to teaching (36%) and observational visits
to other schools (22%). About one quarter (25%) of teachers had served as a presenter in a
workshop, conference, or training session. Among these types of professional development,
there was a sharp drop from proportion of teachers who had the opportunity to observe
classes in other schools — from 34% to 22%, while other forms of learning remained
relatively stable. While the researchers saw that many teachers had some opportunity to study
content in the area(s) they teach — the number one area for more professional development
— few had participated in professional development regarding classroom management — the
second most commonly cited top priority for more learning. This suggests that lower
participation rates may not be a result of teachers’ lack of interest, but perhaps a lack of
opportunity in this area. Participation rates ranged from 29% in Maine to 57% in Oklahoma.
Furthermore, only 27% of all surveyed teachers rated the professional development they
received in this area as “useful” or “very useful.” Taken together,
Alethea Andree, Nikole Richardson, et.al.; (2019) also conducted a survey stated that
the researchers don’t have fine-grained national data on these practices, the SASS Teacher
Questionnaires asked teachers whether in the last 12 months they have engaged in individual
or collaborative research on a topic of professional interest, participated in regularly
scheduled collaboration with other teachers on issues of instruction (excluding administrative
meetings), participated in peer observations, or participated in a mentor/coaching program
either as a mentor/coach or as a recipient of mentoring/coaching.

About 70% of teachers reported participating in “regularly scheduled collaboration
with other teachers on issues of instruction,” a slight decline from the 74%. Unfortunately,
the survey does not specify what “regularly scheduled” means in terms of frequency, or
duration, the researchers do not know whether teachers may be meeting for a couple of hours
a month or for 10 hours a week as those in other nations frequently do. There was also a drop
in the proportion of teachers engaged in individual or collaborative envifonment, from 47%
to about 40% over this time period. More, however, were involved in mentoring and
coaching (46%), or peer observations (63%).
Anthony Sydney Mpisi, Nerissa Zoutendijk (2019) examined and discussed the
assumptions and ratiocinations underlying the teacher professional development movement
and the opposing views that exist in this regard, and conclude with the argument that the
social context provides the basis and is therefore the sine qua non of TPD, and also argue that
the school-based, mentor-assisted collaboration of teachers can lay the groundwork for an
effective program.
On Productivity of Beginning Teacher
(Jerick Ferrer et.al.; 2018) conducted a study Beginning Teacher Induction Practices in the
Context of Large Classes in Philippine Normal university Most of the challenges faced by
new teachers are connected to the in inherent weaknesses of the public school system; lack of
and congested classrooms; and not enough textbooks, instructional materials, and equipment.
The challenges experienced by new teachers in the public school, specifically in dealing with
student differences, are related to their being new to the public education system and to the
urban setting. This study looked into the support given to new teachers of three schools from
three Divisions of National Capital Region, that topped the National Achievement Test for
2013 and 2014. Data were gathered through the use of two validated sets of semi-structured
interview guide. Results showed that handling large classes, student differences, and
classroom management were the greatest challenges experienced by the new teachers.
Training, school-initiated programs, and support from colleagues were mainly the form of
support given. The study recommended that the Department of Education of the Philippines
should consider the institutionalization of Induction Program for new teachers in the public
schools, specifically addressing the unique needs, especially those related to large classes, of
beginning teachers who have no experience in the professional teaching and transferees from
private schools and the provinces.
https://www.researchgate.net/publication/
328333983_Beginning_Teacher_Induction_Practices_in_the_Context_of_Large_Classes
Anthony Sydney Mpisi, Nerissa Zoutendijk (2022) conducted a qualitative study to
ascertain the perception of beginner teachers in public primary schools in the Ugu district of
KwaZulu-Natal, South Africa, on mentorship programs.The study revealed that beginner
teachers experienced challenges with administration, classroom management and adjusting to
the school environment. The findings further revealed that existing informal mentorship
programs failed to adequately address these challenges and meet beginner teachers’
professional needs. The researchers, however, argue that formal and well-designed
mentorship programs potentially could address the challenges beginner teachers encounter.
Sohail Imran Khan (2019) investigated the impact of staff training and development on
the productivity and performance of beginning teachers in classroom teaching and
administrative work. The study found a positive and strong relationship between staff training
and development and teachers' productivity in Kurdistan. The research concluded that there is
a positive correlation between productivity and independent factors such as skills, expertise,
morale, enhancement, potential, job knowledge, and proficiency. Technical/technology

training was identified as the most suitable training program for teachers in the region. The
study had a response rate of 90.62% with 58 out of 64 questionnaires being completed.
Beginning teachers are encouraged to focus on developing the skills required to engage
with different disciplinary approaches in the religious education (RE) classroom.
Collaborative action research (CAR) is suggested as the best approach to professional
development for beginning teachers, as it allows for the addressing of specific issues within a
supportive network. A three-year study on beginning teachers in Singapore showed that their
pedagogical knowledge and skills increased significantly in lesson planning, classroom
management, and instructional strategies. A training program focused on the development of
career management competencies for beginning teachers has been proposed and validated,
showing progress in developing certain capacities and skills for career management.
https://typeset.io/papers/the-impact-of-staff-training-and-development-on-teachers-
3g2466kccs
Samed Yasin Öztürk (2020) study and investigated the engagement of 60 first-year
student teachers in autonomous outside-the-classroom learning activities in University of
Turkey. The results revealed that the student teachers engage in some outside-the-classroom
learning activities, but not all activities that contribute to becoming a self-regulated and
autonomous learner. The study found that out of 22 activities, only 10 were widely engaged
in by the student teachers. The student teachers in the study are mostly engaged in
autonomous learning activities related to technology and the internet.
https://typeset.io/papers/an-investigation-of-student-teachers-engagement-in-bjfl4ytz24
Fariha Sohil, Muhammad Umair Sohail,(2023) study and investigated key components of
classroom management by pre-service teachers during lesson plan practical. Key components of
classroom management during lesson plan practical include making lesson plans, classroom
management planning, discipline, enforcing rules, proactive classroom, and using verbal and
nonverbal communication. These components impact both pre-service teachers' and students'
performance during teaching practicum. The study recommends that pre-service teachers should be
given access to in-service training, conferences, and events to familiarize themselves with important
classroom management techniques. Excellent classroom management is crucial for both the academic
success of students and the process of teaching and learning. Teachers need to be familiar with the
abilities needed for efficient classroom management.
https://typeset.io/papers/classroom-management-observing-key-components-of-pre-
service-c208yjt4
(Maria Victoria C. Hermosisima et.al.; 2018) studied the challenges faced by new teachers are
connected to the inherent weaknesses of the public school system; lack of and congested classrooms;
and not enough textbooks, instructional materials, and equipment. The challenges experienced by new
teachers in the public school, specifically in dealing with student differences, are related to their being
new to the public education system and to the urban setting. This study looked into the support given
to new teachers of three schools from three Divisions of National Capital Region, that topped the
National Achievement Test for 2013 and 2014. Data were gathered through the use of two validated
sets of semi-structured interview guide. Results showed that handling large classes, student
differences, and classroom management were the greatest challenges experienced by the new teachers.
Training, school-initiated programs, and support from colleagues were mainly the form of support
given. The study recommended that the Department of Education of the Philippines should consider
the institutionalization of Induction Program for new teachers in the public schools, specifically
addressing the unique needs, especially those related to large classes, of beginning teachers who have
no experience in the professional teaching and transferees from private schools and the provinces.
https://typeset.io/papers/beginning-teacher-induction-practices-in-the-context-of-
2g7h8vy8gf
Theoretical Framework
This study is based on the premise that individuals enter into and remain part of
relationships in order to meet certain needs, for as long as the parties continue to benefit. Zey
extended this model by adding that the organization as a whole (in this case the school) that
contains the mentor and mentee also benefits from the interaction.
Moreover, teacher induction can refer to a variety of different types of activities for new teachers-
orientation sessions, faculty collaborative periods, meetings with supervisors, developmental
workshops, extra classroom assistance, reduced workloads, and, especially, mentoring.
Mentoring is the personal guidance provided, usually by seasoned veterans, to beginning teachers
in schools. In recent decades, teacher mentoring programs have become a dominant form of
teacher induction (Fideler & Haselkorn, 1999; Strong, 2009; Britton, Paine, Raizen, & Pimm,
2003; Hobson Ashby, Malderez, & Tomlinson, 2009, cited in Ingersoll, & Strong, 2011) indeed;
the two terms are often used interchangeably.
According to the Zey’s teacher development theory, it can be concluded that there is an
impact of the teacher’s preparation and induction on the teachers’ practice and students’
achievement.
According to the Zey’s teacher development theory, it can be concluded that there is an impact
of the teacher’s preparation and induction on the teachers’ practice and students’ achievement.
High-quality professional development, particularly in the form of mentoring or induction,
may be key to increasing the likelihood that teachers will remain in the profession (TALIS,
2013). Although many studies argue for the importance of mentoring, evidence on the direct
impact of mentoring is limited and inconclusive. A few studies suggest that mentoring
appears to affect teachers‟ classroom management skills, as well as their ability to manage
their time and workloads (Evertson & Smithey, 2000, cited in TALIS, 2013).
In addition, many researches’ show that the influence teachers experience on their
professional development strongly depends on the characteristics of the induction program,

indicating that induction programs can contribute greatly to beginning teachers’ professional
development, but often fail to do so because the programs lack essential characteristics.
Various elements of induction programs appeared to be important, some of which have been
implemented successfully in most induction programs. Important points of improvement are
the organization of the induction program and the types of facilities that are offered; the
capacity of mentors to challenge beginning teachers in their professional development; and
the degree to which attention is paid to topics related to professional development, mainly
pedagogy (Kessels, et al, 2010).
Conceptual Framework
This study seeks to determine the level of Satisfaction and Productivity of Beginning
Teachers on the Induction Program in Guimba, Nueva Ecija, an Input-Process-
Output model of framework will be used in this study. Thus, an illustration is
presented to show how problems of this study will be answered. Figure 1 illustrates
that there are three (3) research problems in the study. Research problem in the
study, namely: (1) the profile of the teachers;(2) the level of satisfaction of the
beginning teachers’ respondents to the induction program; and lastly, (3) the level of
productivity of the beginning teachers respondents to the induction programs. The
results to these problems will be used to come-up with proposed enhancement
programs will be benefited to the improvement of the Satisfaction and Productivity of
Beginning Teachers on the Induction Programs. To gather the results of this study,
the researcher will use survey questionnaire as the study’s research instrument.
The independent variables in this study is the Satisfaction and Productivity of
Beginning Teachers on the Induction Programs while the dependent variables is the
Profile of the teacher-respondents. In this study, the profile will be determined along
with the relevant profile variables of the teachers. It ranges from basic demographic
profile of the teachers. The researcher believes that each profile help illustrating the
current status of the research environment as well as the respondents in light of
answering the remaining research problems. Additionally, the Satisfaction and
Productivity Of Beginning Teachers On The Induction Programs will be determined
through a 5-point Likert-Scale.
The level of satisfaction and productivity of beginning teachers on the
induction programs will be determined through the teachers’ answers in the survey
questionnaire. After which, the relationship between independent variable(level of
satisfaction and productivity of beginning teachers) and the dependent variable
(profile of the teachers) will be tested. Finally, after describing the results, an
enhancement program will be proposed as an output of this study.
Paradigm of the Study
Teachers’ Profile
A. Age;
B. Sex;
C. Highest
Educational
Attainment; Satisfaction
D. Position/Rank;
E. Length of
and
Productivity of
teaching Proposed
Beginning
Enhancement
experience prior Teacher on the
Program
to the induction Induction
Program
Problem
Encountered in
the Satisfaction
and Productivity
of Beginning
Teachers on the
Induction
Programs
Figure 1. Paradigm of the Study
Chapter 3
RESEARCH METHODOLOGY
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
This study is descriptive-correlational research that seeks to determine the level of
satisfaction and productivity of beginning teachers on the induction programs in
Guimba, Nueva Ecija, Dudovskiy (n.d.) defines Descriptive Research as “a statement
of affairs as they are at present with the researcher having no control over variable”
(para. 1). Moreover, descriptive research “may be characterized[sic] as simply the
attempt to determine, describe or identify what is, while analytical research attempts
to establish why it is that way or how it came to be” (Ethridge, 2004, p.24, as cited
by Dudovskiy, n.d.). As the descriptive research seeks to describe the situation and
how the variables are naturally distributed, the results provide the researcher the
data to illustrate the basic relationships in order to have a better understanding of
the questions asked (Thyer, 2009)
Mitchell and Jolley (2010) commented that while just like any other research
design, descriptive research also aims to test a hypothesis and answer questions, it
is not capable of testing cause and effect relationships and answering “whys”;
instead, it answers what, who, when, and where questions. But then, descriptive
research is not only simply amassing and tabulating facts, but it also includes proper
analyses, interpretation, comparisons, and identification of trends and relationships.
Thus, descriptive research provides the whole picture of the characteristics of the
variables being studied in the natural setting which allows the researchers analyze
the variables to the fullest.
McCombes (2019), Descriptive Research focuses to accurately and systematically
describe population, situation or phenomenon. In addition, McCombes (2019) stated that a
descriptive research design can be use a wide variety of quantitative and qualitative methods
to investigate one or more variables. Descriptive research is often used as a pre-cursor to

quantitative research designs, the general overview giving some valuable pointers as to what
variables are worth testing quantitatively.
On the other hand, Qualitative research is a type of research that explores and
provides deeper insights into real-world problems. (Moser A, Korstjens I et.al., 2017) Instead
of collecting numerical data points or intervene or introduce treatments just like in
quantitative research, qualitative research helps generate hypotheses as well as further
investigate and understand quantitative data. Qualitative research gathers participants'
experiences, perceptions, and behavior. It answers the hows and whys instead of how many
or how much. It could be structured as a stand-alone study, purely relying on qualitative data
or it could be part of mixed-methods research that combines qualitative and quantitative data.
This review introduces the readers to some basic concepts, definitions, terminology, and
application of qualitative research.
Qualitative research at its core, ask open-ended questions whose answers are not easily put into
numbers such as ‘how’ and ‘why’. Cleland JA (2017) One of the strengths of qualitative research is its
ability to explain processes and patterns of human behavior that can be difficult to
quantify. Phenomena such as experiences, attitudes, and behaviors can be difficult to accurately
capture quantitatively, whereas. Foley G, Timonen V. (2015) a qualitative approach allows
participants themselves to explain how, why, or what they were thinking, feeling, and experiencing at
a certain time or during an event of interest. Quantifying qualitative data certainly is possible, but at
its core, qualitative data is looking for themes and patterns that can be difficult to quantify and it is
important to ensure that the context and narrative of qualitative work are not lost by trying to
quantify something that is not meant to be quantified.
https://www.ncbi.nlm.nih.gov/books/NBK470395/#:~:text=Qualitative%20research
%20is%20a%20type,well%20as%20further%20investigate%20and
With this, this study seeks to describe the satisfaction and productivity of beginning
teachers on the induction programs in Guimba, Nueva Ecija by answering the specific
research problems that will provide the specific details on the whole picture of the
research problem as well as determine whether the variables in the study have
significant relationship. A descriptive-quantitative research design was selected as
the research design of this study because it will allow the researcher to illustrate the
variables and test whether there is a significant relationship between the dependent
and independent variable and analyze the current status of Satisfaction and
Productivity of Beginning Teachers on the Induction Program.
Respondents of the Study
Table 1 presents the respondents of the study. These are the schools included in the
Guimba, Nueva Ecija.
Table 1
Respondents of the Study
School No. of Respondents
Bantog Elementary School

Bunol Elementary School
Caballero Elementary School
Cauayan Bugtong Elementary School
Cavaruan Elementary School
Cavite Elementary School
Culong Elementary School
Guimba East Central Elementary School
Guiset Elementary School
Manacsac Elementary School
Maturanoc Elementary School
Nagpandayan Elementary School
Sn. Andress Elementary School
Sta.Lucia Elementary School
Triala Elementary School
A total of ____ teachers will be considered in this study which will come from 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, Sta.Lucia Elementary School
and Triala Elementary School.
Sampling Scheme
The study will utilize the Simple Random Sampling Technique as its sampling
scheme. Easton and McColl (n.d.) defines simple random sampling as a probability
sampling technique that selects the samples from the population entirely by chance;
they further added that each individual has equal chance of being selected as a
sample in this sampling technique. In this study, the researcher will send the
electronic format and written survey of the questionnaire to the target population
and the randomly selected samples will answer the questionnaires through Google
Forms and distributed in person.
Data Gathering Instrument
The instrument utilized in this study is adopted from the previous studies
conducted by Zimmerman and Kulikowich (2016) and Al-Maroof and Al-Meran
(2018). The researcher will ask permission from the authors to use the selected
items from their instruments for the study. The developed instrument was composed
of two parts:
The first section collects the respondents' demographic profile regarding age,
gender. highest educational attainment, position/rank, and length of teaching experience prior
to the induction program. Likewise, the second section included ___ five-point Likert-
type items with a response scale from 5 (strongly agree) to 1 (strongly disagree).
The underlying structure of the questionnaire composed of seven factors
representing learners’ perceived self-efficacy, multimedia instruction, interactivity of
the Portal, learners’ perceived satisfaction, perceived ease of use and perceived
usefulness of the Portal, and learners’ behavioral intention to use the Portal. The
instrument was content-validated by experts in educational technology, research and
statistics, and measurement and evaluation.
Part I of the instrument that will focus on the profile of the beginning teachers
in public elementary school teachers in Guimba,, Nueva Ecija in terms of their age,
gender. highest educational attainment, position/rank, and length of teaching experience prior
to the induction program.
Part II of the instrument is the underlying structure of the questionnaire
composed of seven factors representing learners’ perceived self - efficacy,
multimedia instruction, interactivity of the Portal, learners’ perceived satisfaction,
perceived ease of use and perceived usefulness of the Portal, andteachers’’
behavioral intention to use the learning management systems.
Data Gathering Procedure

The descriptive survey via an online survey encoded in a web-based program
and distributed in person will be employed to answer the problems of the study. The
online survey questionnaire will be used for data gathering which was built on the
propositions of Davis (1989) and Liaw (2008) will reflect the Behavioral Intentions to
use Learning Management Systems (LMSs) and Satisfaction of Public Elementary
School Teachers’ in the New Normal. The survey link will be sent to the target
sample via private and group messages posted on their Google Meet.
The questionnaires included twenty- four (24) point Likert-type items with a
response scale from 5 (strongly agree) to 1(strongly disagree) and an additional
section inquiring the participants’ demographical characteristics. The underlying
structure of the questionnaire composed of seven factors representing teachers’
perceived self efficacy, multimedia instruction, interactivity of the portal, teachers’
perceived satisfaction, perceived ease of use and perceived usefulness of the Portal,
and teachers’ behavioral intention to use the Portal. Items placed in each subscale
are presented in Table 1.
The researcher will be obtained permission from the Schools Division
Superintendent, District Supervisor and to the Principals of every school to
administer the questionnaires in order to gather the data needed in the study.
The established questionnaire-checklist will be shown to the Adviser, Critic
Reader and the panel members for comments and suggestions as bases in
improving the final draft of the instrument. After the questionnaire will be simplified,
improved and refined, the questionnaire will be subjected to content validation by five
experts in the field of management and school administration. The experts will
ascertain the content validity of the instrument.

The questionnaire will be distributed and explain to the respondents. Likewise,
the retrieval of the online questionnaires will be done after a week. Tabulation and
tallying will start right after the retrieval.
Statistical Treatment of Data
The data that will be gathered and will be consolidated and analyzed. It will be
tallied, tabulated and analyzed according to the problems of the study. In determining
the profile of respondents, the frequency counts and percentages will be used as the
main statistical tool.
Further, to determine the behavioral intentions to use learning manangement
systems (LMSs) and satisfaction of public elementary teachers in the new normal
along with the broad areas of gathered information about the online learning
perceived usefulness (PU), perceived ease of use (PEOU), and Behavioral
intentions to use (BIU) learning management system without manipulating these
variables.
The following scale will be adopted:
Numerical Mean Scale Range Descriptive Rating

Values
5 4.51 – 5.00 Very Much Implemented
4 3.51 – 4.50 Much Implemented
3 2.51 – 3.50 Moderately Implemented
2 1.51– 2.50 Slightly Implemented
1 1.00 – 1.50 Not Implemented
Likewise, to identify the satisfaction by the teachers along selff-efficacy, multi-
media instruction, and interactivity frequency count and Average Weighted Mean
(AWM) will also be utilized.

The following scale will be adopted:
Numerical Mean Scale Range Descriptive Rating

Values
5 4.51 – 5.00 Very Highly Attained
4 3.51 – 4.50 Highly Attained
3 2.51 – 3.50 Moderately Attained
2 1.51– 2.50 Slightly Attained
1 1.00 – 1.50 Not Attained
For the descriptive analysis on the significant relationship between the profile
of public elementary school teachers and their assessments on the Behavioral
Intentions to use Learning Management Systems(LMSs) Spearman rho and chi-
square will be used.
To identify the significant relationship between the profile of elementary school
teachers and their assessment on the extent of teacher’s personal and professional
development, Spearman rho and chi-square will be used.
Lastly, to determine the significant relationship between the behavioral
intentions and satisfaction of public elementary school teachers’ Pearson correlation
coefficients and linear regression analyses will be performed.
References
Chapter IV
PRESENTATION, INTERPRETATION, AND ANALYSIS OF THE DTUDY
Chapter V
SUMMARY,FINDINGS, CONCLUSION AND RECOMMENDATION

References:

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SATISFACTION AND PRODUCTIVITY OF BEGINNING

TEACHERS ON THE INDUCTION PROGRAM IN GUIMBA,

Background of the Study

is performance effectively monitored. Finally, most models fail to provide effective

implementation strategies necessary for sustainability. The overall message is that

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

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

strengthen Learning Action Cells (LACs).

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

iv) adapt a detailed implementation plan.

Specifically, the IPBT aims to guide beginning teachers to:

rights and responsibilities;

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

and, subsequently, for the improvement of student learning.

employed have three or less years of classroom teaching experience.

ended questions, paraphrase to show understanding, offer non-judgmental statements, and

in the teaching profession. (Tracy Ehlers 2919).

new schools, curriculum, and students (Boogren, 2015).

statistics and correlations (Kasalak, & Dağyar, 2020).

Studies conducted in South Africa suggest that beginning teachers participating in

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

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

job satisfaction rates by providing meaningful professional development opportunities and

gap between expectation and reality.

triggers them to think deeply about job satisfaction.

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

Specifically, this study seeks to answer the following problems:

1. What are the profile respondents in terms of:

c. highest educational attainment;

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

2. How significant of the following variables is the level of satisfaction of beginning

teachers on the induction programs along:

c. professional development opportunities;

3. How significant of the following variables is the level of productivity of beginning

teachers on the induction programs along:

a. teaching skills development;

There is no significant relationship between the level of satisfaction and productivity of

Significance of the Study

This study would benefit the following entities:

support they need to thrive in their profession.

teacher retention, higher teaching quality, and enhanced student outcomes.

professional development, and induction program funding,

Scope and Delimitation of the Study

Caballero Elementary School, Cauayan Bugtong Elementary School, Cavaruan Elementary

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

The study is descriptive in nature focusing on public elementary teachers.

This study delimited to determining the satisfaction on using the learning

guidelines of Department of Education and based on the responses of the__ randomly

study to ensure clear understanding by the readers.

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

their teaching career.

overall effectiveness in the classroom.

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

investigation to understand their experiences, satisfaction, and productivity during their

support to beginning teachers during their initial years in the profession.