Assessing the challenges of the induction of newly trained teachers in Afigya Kwabre South District

Abstract

The purpose of the study was to assess the challenges associated with the induction of new trained teachers of public Basic School teachers in the Afigya Kwabre South District of the Ashanti Region of Ghana. The research questions of the study were; how often is induction programmes organised for teachers in Basic Schools in the Afigya Kwabre South District; in your view, what are teachers’ perception on the effects of induction programme on teaching and learning in public Basic Schools? and what are the challenges associated with induction of teachers in Basic Schools in the Afigya Kwabre South District? The descriptive survey design with quantitative approach was employed for the study. The targeted population for the study was 273. Purposive sampling was used to select all the 13 head teachers. Simple random sampling was used to select a proportional sample of 149 junior high school and kindergarten teachers. The total sample for the study was 162. The study found among others that induction programmes improves professional growth of teachers and effectively integrate new employees to the organization. Lack of time and lack of resources were some of the challenges associated with induction. It is recommended based on the findings that the Ghana Education Service should provide an induction policy blueprint to enable \all educational institutions to conduct a standardized induction programme for newly appointed teachers.