Abstract:
The purpose of the study was to assess the induction of newly trained teachers in the
Kwadaso Municipality. The study adopted a quantitative approach using a descriptive
survey design. The population of this study is made up of teachers of two junior High
Schools in the Kwadaso Municipal educational directorate namely, Central Agric, and
Nwamase M/A. At the first instance, two (2) schools were purposively selected based
on their proximity to the researchers place of abode. Subsequently, purposive
sampling method was used to select 10 teachers for the study. The instrument used for
the data collection was questionnaire. The analysis were facilitated throughout the use
of the Statistical Package for the Social Sciences (SPSS) version 21. The challenges
of effective induction at the selected schools were inadequate funding and insufficient
time for teachers in the Kumasi Metropolis, inadequate duration of the induction
program, inadequate resources to work, and lack of logistics for the induction
programs in the school poses a challenge to effective induction. The study results
show that 80% of the respondents agreed that induction programmes helped teachers
to feel welcome to the profession was one of the benefits of induction process. Again,
90% of the respondents agreed that teachers acquired new skills and techniques.
Moreover, 80% respondents agreed that one of the benefits of induction was to assist
teachers to have a realistic expectation of teaching as a profession. The study
recommended that induction training should regularly be organized by every school to
cater for newly recruited teachers.
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