Assessing induction challenges of public basic schools teachers of Sekyere East district in the Ashanti Region

Abstract

The study was conducted to investigate the induction system and its effect on public basic school teachers in the Sekyere East District of the Ashanti Region. The objectives of the study were to find out some of the training andinduction programmes that are organized in basic schools in the study area, determine the causes of ineffective induction practices in basic schoolsin the study area and to ascertain the effects of effective induction programme on teaching and learning in basic schoolsin the study area. The researcher used descriptive survey design to collect quantitative data for the study. The targeted population was all the 164 head teachers and assistant head teachers of the public basic schools in the Sekyere East District. Simple random sampling was used to select 82 respondents for the study. Based on the findings, in service training in mathematics, English, French, lesson notes and in teaching pedagogy among others are organized in schools in the study area. Work overload, negative attitude of existing or veteran as well as beginning teachers are some of the causes of ineffective induction and training. Improvement in professional growth and development and effective integration of new employees to the organization are some effects of effective induction. It is recommended that workloads of head teachers and their assistants who organize induction and training should be reduced for induction and training to be effective.