Induction of newly trained teachers in the Kwadaso Municipality

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.