Examining the challenges associated with the induction of newly appointed public basic teachers in Abofour circuit A.

Abstract

The purpose of the study was to examine the challenges associated with the induction of newly appointed public basic teachers in Abofour Circuit A. Descriptive research design using the mixed approach was adopted for the study. Purposive sampling technique was used to select teachers who have taught for less than seven years and head teachers who have been in position for more than seven years. In all a sample size of seventy-one (71) comprising of sixty-four (64) teachers and seven (7) head teachers were used for the study. Questionnaire and interview protocol were the main instrument used for the study. Descriptive statistics was used to analyse the quantitative data while the qualitative data was analysed based on themes that emerged from the study. The study revealed that newly appointed public basic school teachers at Abofour Circuit A are inducted on : the professional code of conduct, preparation of lesson notes, conflicts resolutions, condition of services among other issues. The study further revealed that induction programme has a positive influence on the performance of newly appointed teachers such as leading to the improvement of professional growth of teachers, integrating new teachers into the institution and other factors. The study finally revealed that inadequate time to organize induction programme for newly appointed teachers, poor communication between school leadership and district officers concerning induction, lack of blueprint to guide the process of induction and other factors were challenges associated with the induction of newly appointed teachers in the Abofour Circuit A of the Offinso South District .The study therefore recommends that Ghana Education Service (GES) through Abofour Circuit A Education Office should provide induction policy blueprint to enable all educational institutions to conduct a standardized induction programme for newly appointed teachers.