Needs Assessment of Novice Teachers: Basis for A Model Assistance Program

Abstract

This study aimed to assess the needs of novice teachers in the public elementary schools in District II-A of Division of Antipolo City which served as basis for the formulation of a proposed model assistance program. The needs of the novice teachers were classified into: job-related needs, professional development needs, environmental-related needs, social adjustment needs, and understanding legal rights. The independents variables in this study include age, sex, and work experience. The study employed a valid and reliable researcher made questionnaire-checklist to assess the needs of novice teachers which was supplemented by semi-structured interview. The results of the study revealed that majority of the respondents are female ages 26 years old and above, and have teaching experience. The needs of novice teachers with respect to job-related, professional development, environment-related, social adjustment and understanding legal rights are all interpreted as Much Needed. The test failed to accept the null hypothesis when novice teachers were grouped by sex.  This is true for understanding legal rights needs. Similarly, for age, the test failed to accept the null hypothesis for social adjustment needs.  The same for work experience, the null hypothesis is rejected in terms of job-related needs. The result of questions raised for the needs of the novice teachers to programs and must need materials for teachers obtained a high affirmative response with many having 100% assenting reply. Based on the findings, it was concluded that there is a significant difference on the needs of novice teachers in terms of understanding legal rights when grouped by sex; in terms of social adjustment when grouped by age and in terms of job-related needs when grouped by work experience.

Keywords: Needs Assessment, Novice Teachers, Model Assistance Program