Abstract:
The study was conducted to investigate the induction system and its effect on public basic
schools 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.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education
and Communication Sciences, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfilment of the requirements for
award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2020