Importance, Effect and Constraining Factors of Teachers’ Induction Program in Secondary Schools of East Gojjam Zone; Amhara Region, Ethiopia

Abstract

The study has attempted to investigate the importance, effect and constraints of teachers’ induction program as perceived by teachers, mentors and principals of General Secondary Schools. Accordingly, it has tried to answer three basic questions regarding the perceived level of importance, effect and constraining factors of induction program. Descriptive survey was employed as research design. Likert and rating scale questionnaires were used to collect data from general secondary school teachers who have attended induction program in the years 2015, 2016 and 2017; mentors and principals in East Gojjam, Amhara Region. The data were analyzed through frequency, percentage and mean. As a result, the following findings were derived: more dominantly teachers’ induction program was not perceived as important program for professional development of teachers. Moreover, the study has surfaced out the most constraining factors of induction program: loaded paper work, teachers’ lack of time, lack of material resources, lack of understanding of the program. Lastly conclusions were made.

Keywords: Induction, perceived level of importance, effect, constraining factors

DOI: 10.7176/JEP/10-28-04

Publication date:October 31^st 2019