PERCEPTION OF TEACHERS ON EFFECTIVENESS OF INDUCTION AND ORIENTATION OF NEWLY RECRUITED PUBLIC SECONDARY SCHOOL TEACHERS IN GITHUNGURI SUB -COUNTY, KIAMBU COUNTY -KENYA GITONGA CHARLES
Introduction
Chapter X presents the study background and clarifies the problem statement, identifying the gap the research seeks to fill It articulates the research problem, outlines the study objectives and purpose, and enumerates the guiding research questions The chapter also explains the significance of the study for theory, practice, and policy, and notes the study's limitations and delimitations It states the underlying assumptions and describes the theoretical and conceptual frameworks that anchor the analysis, together with precise definitions of key terms used throughout the work.
Background to the Study
Teacher induction has become a widely adopted practice in education systems across many countries Studies indicate that nations such as Switzerland, Japan, France, New Zealand, and China utilize induction programs to acculturate their novice teachers—particularly science and mathematics educators—and to shape their entry into the profession (Edward Britton).
Within the Swiss education system, teachers are regarded as lifelong learners, and induction for beginning teachers starts from the outset, focusing on both personal growth and professional development Induction begins during student teaching, with a team of three student teachers networked with one another, and continues for novices in practice groups of about six teachers It is reinforced through mutual classroom observations between beginning and experienced teachers, ensuring that induction moves seamlessly from pre-service days to novice teaching and into ongoing professional learning.
Research indicates that the Chinese education system has built a teaching culture centered on professional learning communities, with research groups and collective lesson planning that shape teachers’ collaborative work, ongoing learning, and student achievement Induction programs are designed to immerse new teachers in this culture through school- and district-level opportunities, including welcoming ceremonies, district workshops and courses, teaching competitions, mentoring, a district helpline to connect novices with subject specialists, awards for outstanding novices and mentors, half-day training at colleges of education and in schools, early-year orientation weeks, and both internal and external peer observation Teaching is globally recognized as one of the most challenging professions, and developing effective teaching skills is a complex process The transition from student to first-year teacher is pivotal, influencing teaching effectiveness and career longevity, with beginning teachers more than twice as likely to leave the profession; about 15% exit in the second year and 10% in the third year.
According to Ingersoll (2003), Ingersoll &perda, (2010b), and Ingersoll & May
Teacher turnover is relatively high compared with many other professions, such as lawyers, engineers, architects, professors, pharmacists, and nurses Ingersoll (2003) found that 15.7% of teachers leave the education profession, while the exit rate for other professionals at the early stage of their careers is 11.9% Gaytan (2008) also notes that teachers leave at higher rates in the first, second, and third years on the job This pattern indicates that teachers are more likely to exit their positions than professionals in other fields, underscoring the need for induction and orientation programs to reverse the turnover trend.
Joerger (2003) asserted that high turnover among teachers in the formative years of the profession is linked to the demanding nature of teaching, which elevates stress and can fuel confusion, low self-esteem, and a lack of confidence In contrast, Knobloch & Whittington (2002) noted that novice teachers reported increased confidence when they received positive support and feedback through the induction process These sentiments align with the work of Greiman, Birkenholz, and Stewart (2003), who also reported satisfaction with receiving psychosocial assistance.
Job satisfaction is a major factor contributing to higher turnover in the teaching profession, a pattern observed in both the United States and China According to Sargent and Hannum (2005), there is a clear link between teachers’ job satisfaction and their job performance, commitment to the profession, and overall job motivation They also note that teachers who are dissatisfied tend to show higher attendance problems and greater attrition Ingersoll (2003) reported similar concerns about attrition within the teaching workforce.
About 50% of teacher turnover is linked to job dissatisfaction and a desire for a better job or different career, and Ingersoll (2003) identifies low salaries, lack of administrative support, discipline problems, and limited influence over decision making as additional factors contributing to teachers’ dissatisfaction.
Against this backdrop, several studies have been conducted to establish the relevance of induction programs in the teaching profession Researchers such as Chubbuck, Clift, Allard, and Quinlan (2001) and Molner Kelley (2004) found that induction programs are generally beneficial to beginning teachers’ wellbeing and contribute to a sense of being supported and part of the school community Additional research by Helsel, DeWert, Babinski, and Jones further examined these effects, reinforcing the idea that structured induction helps new teachers transition into the profession.
(2003) also reported a positive effect on a number of variables related to wellbeing, such as confidence in teaching, reduced feelings of isolation, and enthusiasm for work
Feiman-Nemser (2001) and Ganser (2002) argue that teaching is a complex profession and that pre-service teacher preparation rarely equips teachers with all the knowledge and skills needed for effective teaching; much of what makes a successful teacher is learned on the job Against this background, the present study investigates teachers’ perceptions of the effectiveness of induction and orientation programs for newly recruited secondary school teachers in Githunguri Sub County.
Statement of the Problem
The Teachers service commission (TSC) code of regulations (Republic of Kenya,
The 2005 guidelines specify a two-year probationary period for the induction of teachers, during which newly recruited teachers participate in induction and orientation programs to become familiar with their duties At the end of this period, the Teachers Service Commission (TSC) may confirm the appointment, terminate it, or extend the probation for a further year If extended, completion of the additional probation allows the TSC to either confirm or terminate the appointment.
Under the TSC Code of Regulation, a teacher on probation is regarded as being on trial to learn the job and to be tested for suitability to teach If, during the first year, the teacher exhibits tendencies that cast doubt on the likelihood of permanent appointment, they should be warned in writing at an early stage, with a copy to the TSC, and provided with advice and assistance to correct their faults Orientation and induction programmes are designed to help newly recruited teachers become familiar with the working environment, which differs from the school setting where teachers undergo initial training.
Previous research has concentrated on the role of mentors, the significance of induction and orientation, and the relationship between induction and teachers’ job satisfaction (Wang, Odell, & Schwille, 2008) Yet these studies have largely overlooked teachers’ perceptions of the effectiveness of induction and orientation for newly recruited teachers This study, therefore, sought to establish teachers’ perceptions regarding how effective induction and orientation programs are for newly recruited teachers.
6 perception of teachers on the effectiveness of induction and orientation of newly recruited secondary school teachers in Githunguri Sub County.
Purpose of the Study
This study seeks to establish teachers' perceptions of the effectiveness of induction and orientation for newly employed teachers in secondary schools within Githunguri Sub County It examines how well induction programs prepare novice teachers, aiming to identify strengths, gaps, and opportunities for improvement in the local context The findings are intended to inform policy and practice for teacher induction in Githunguri Sub County’s secondary schools.
Objectives of the Study
This study explores teachers’ perceptions of the importance of induction and orientation for newly employed teachers in Githunguri Sub-County, identifies the induction programmes currently implemented for newly recruited public secondary school teachers, outlines the main activities carried out during the induction and orientation process, and examines the role of mentors in guiding newly recruited teachers in Githunguri Sub-County.
Research Questions
This study investigates teachers' perceptions of the importance of induction and orientation for newly employed teachers in Githunguri Sub County It also identifies the types of induction and orientation programmes provided to newly recruited teachers in Githunguri Sub County.
Induction and orientation for newly recruited teachers in Githunguri Sub County typically combines structured onboarding activities with hands-on professional development to accelerate classroom readiness and integration into the local education system Core components include an initial briefing on school policies, curriculum frameworks, assessment standards, and safety guidelines, followed by training in classroom management, inclusive teaching strategies, ICT-enabled instruction, and the effective use of teaching resources Participants engage in guided lesson planning, model teaching sessions, collaborative planning with peers, and supervised classroom observations of experienced teachers, complemented by formal feedback to identify strengths and growth opportunities A central element is the mentoring program, where seasoned mentors are paired with new teachers to provide ongoing support through coaching conversations, joint lesson planning, reflective practice, and performance feedback Mentors help newcomers navigate administrative procedures, adapt lesson plans to local contexts, and integrate into school culture, while aligning with county education standards Together, these induction activities and the proactive role of mentors aim to ensure high-quality teaching, consistent implementation of policies, and sustained professional development for newly recruited teachers in Githunguri Sub County.
Significance of the Study
These findings have practical implications for multiple educational stakeholders For secondary school teachers, the study offers insights into the relevance of the induction process for newly recruited teachers Educational policymakers can use the results to formulate guidelines for implementing induction programmes in secondary schools For researchers, the findings point to opportunities for additional studies on induction programmes to supplement this work and help newly recruited teachers adapt to the teaching profession more smoothly.
Limitations and Delimitations of the Study
Limitations
This study focused on public secondary schools in Githunguri Sub County and, due to limited time and resources, did not cover all schools in the county Consequently, the findings cannot be generalized to other areas because induction programmes vary by locality and are unique to each area The research examined four core aspects of induction: the importance of induction, the types of induction, the main activities carried out during induction, and the role of mentors in induction.
Delimitations
This study was conducted in public secondary schools in Githunguri Sub-County, focusing on the views of principals and teachers as the main respondents from the sampled schools; private secondary schools were excluded because they operate under different programmes and the government has no direct control over the teachers employed there.
Basic Assumptions of the Study
This study rests on the assumption that all public schools provide orientation and induction for newly recruited teachers It also posits that well-structured orientation and induction programs enhance the effectiveness of these teachers as they perform their duties.
Theoretical Framework
Guided by social learning theory, this study investigates how the social environment shapes individuals' actions and career choices It specifically aims to determine how the social environment influences the behavior of newly recruited teachers as they transition into their new careers.
Albert Bandura (1977) proposed the Social Learning Theory, which argues that people learn through observing others' behaviors, attitudes, and the outcomes of those behaviors He maintained that most human behavior is learned observationally through modeling By watching others, individuals form mental representations of how new behaviors are performed, and this encoded information later guides action In educational settings, Social Learning Theory emphasizes imitation as a central mechanism of learning.
Newly recruited teachers enter a school environment where veteran teachers serve as mentors Through regular interaction with these experienced colleagues, newcomers learn new skills, ideas, and teaching attitudes This aligns with social learning theory, which holds that observed behavior by veteran teachers shapes the attitudes of novice teachers toward the profession Consequently, the way veteran mentors model classroom practice, collaboration, and professional norms can lead new teachers to adopt a positive or negative outlook on their teaching career, influencing their development and retention.
Conceptual Framework
Mugenda and Mugenda (2003) define a conceptual framework as a hypothesized model identifying the concepts under study and their relationships
Independent variable Intervening variable Dependent variable
Effectiveness of newly recruited teachers in teaching career
Government educational policies on teachers’ induction process
Perception of teachers toward induction
Analysis indicates that the effectiveness of newly recruited teachers hinges on school-based induction programmes, so to discharge their duties effectively they must undergo a structured induction and orientation process that also cultivates a positive perception of the teaching profession The model highlights that the quality and variety of induction activities, together with mentors who perform their roles effectively, influence teacher performance Consequently, when the induction programme is properly implemented and adhered to, teachers are more likely to excel in their classroom practice, their workplace, and their overall teaching career; conversely, poorly conducted induction undermines teacher effectiveness.
Definition of Operational Terms
Effectiveness: refers to the ability of the teacher to achieve the set goals of the school
Head of Department: refers to a teacher appointed to serve as the leader in an academic department
Induction: refers to informal or systematic programs or a variety of activities that provide orientation, guidance and support for beginning teachers during their transition into their first teaching jobs
Orientation: the aspect of the newly recruited teacher getting acquainted to the teaching job
Principal: refers to a trained secondary school teacher appointed by Teachers’
Service Commission and put in charge of a school to manage, otherwise known as the head teacher
Teacher: refers to all teaching personnel in the school
Teacher attrition refers to teachers leaving the teaching profession For the purposes of this study, the term specifically denotes departures from the profession within the first five years of a teaching career, emphasizing early-career attrition as the focus of analysis.
Teacher turnover: refers to the movement of teachers from teaching to other sectors owing to low levels of satisfaction with the profession
New or novice teachers are those who teach full-time during the first three years of their teaching career This early stage is when educators develop core classroom management skills, instructional routines, and formative assessment practices The terms new teacher and beginning teacher are used interchangeably to describe individuals in this initial phase of service, signaling their status as early-career professionals who are learning on the job.
Teacher Retention: describes the annual return of a highly qualified classroom teacher to a school setting as a regular full-time classroom teacher or to the teaching profession on full time
CHAPTER TWO REVIEW OF RELATED LITERATURE
Introduction
This chapter reviews the literature on teachers’ perceptions of the effectiveness of induction and orientation for newly recruited public secondary school teachers The discussion centers on core concepts of job induction and the main activities typically carried out during induction programs for novice teachers It also synthesizes evidence on how induction affects teachers’ commitment and subsequent retention, and how induction programs influence teachers’ professional development Finally, the literature highlights the pivotal role of mentors in the induction and orientation process and how mentor support shapes newcomers’ integration into the profession.
The Concept of Induction
Induction is the process where a newly recruited employee is taken through activities that help them get conversant with the operations of an organization In the teaching profession it involves newly recruited teachers being initiated in the teaching profession by being taken through an orientation process where they familiarize themselves with the operation of the school According to Smith and Ingersoll (2004) most new teacher support involves a novice working with an experienced teacher or mentor Research on mentor-based support of new teachers has focused on its relationship to instruction and collegiality Little (1990) also argued that mentor-based induction helps new teachers learn school’s norms, working with colleagues, interacting with students, how long to work, and how to teach Little, though, did not specify how mentoring should be done Klug and Salzman (1991) used a random assignment design to compare two induction models,
13 mentoring by team (mentor, school administrator, university faculty) and mentoring by buddy (experienced teacher within the same school) Based on survey results, the authors found that new teachers inducted using a team approach had higher levels of effectiveness on curriculum issues than teachers supported by a buddy system On issues related to rapport with other teachers, and satisfaction with teaching, new teachers in both groups had similar ratings It is important to note that there were only eleven teachers in the team condition and nine in the buddy approach.
Main activities carried out during Induction Programme
Studies by Feiman-Nemser et al (1999, 2001) and Ganser (2002) indicate that the main aim of teacher mentoring programs is to act as a local guide for newcomers, but the specific character and content of these programs vary widely Duration and intensity are key design variables, with models ranging from a single kickoff meeting at the start of the school year to highly structured, long-term arrangements featuring frequent meetings over several years In some setups, mentors and mentees receive release time from their teaching duties to support mentoring activities As a result, programs differ in purpose, pace, and level of formalization, shaped by context and objectives.
Hegsted (1999), Fideler and Haselkorn (1999), and Scherer (1999) note that induction programs vary in scope and purpose: some serve all newcomers to a school, including those with prior teaching experience, while others focus only on teachers who are new to the profession; some programs are developmental, aimed at fostering growth, while others are evaluative, designed to assess suitability and weed out candidates who are ill-suited for the job.
Mentoring programs vary in how they select, prepare, assign, and compensate mentors The rigor of mentor selection matters for program quality, including whether becoming a mentor is truly voluntary or semi-mandatory Some programs provide training for mentors, while others do not, and programs differ in whether they pay mentors for their services In addition, many programs emphasize the mentor–mentee match, with some ensuring that new secondary math teachers are paired with mentors who have experience teaching secondary-level math, while others do not (Serpell and Bozeman, 1999; Gold 1999; Wang and Odell 2002).
Understanding which induction and mentoring programs exist and under what circumstances they are effective is a fundamental question for researchers and policymakers deciding how to support these initiatives As these programs expand, interest in empirical research on their variety and effects has grown Over the past two decades, numerous studies have examined a range of program types Education advocates and reformers frequently cite findings from this research to secure funding, garner political support, or reinforce particular educational perspectives To date, there has been no comprehensive and critical review of the existing empirical studies on induction and mentoring programs; however, Simatwa highlights this gap.
A 2010 study examined the induction programmes for new teachers in Bungoma district, finding that some of these programmes include organizing seminars However, the seminars are poorly organized due to a lack of funds in public primary schools, and details about the other components of the induction programme were not provided in the excerpt.
There are 15 implementable programmes for teacher development, including workshops, classroom observations, demonstration lessons, job rotation, and role-playing These programmes were noted by Simatwa (2010), but his findings do not fully address which programme is most commonly used or how effective each one is This study aims to fill that gap by examining the relative popularity and effectiveness of these approaches to identify the most utilized and impactful development strategies.
Effect of Induction on Teachers Commitment and Retention
Beyond simply describing the content of induction programs, a substantial body of evaluative research has looked at the effects of induction, especially mentoring, on teacher outcomes These outcomes typically fall into two categories: teacher attitudes (such as job satisfaction, efficacy, and commitment) and retention or turnover Across studies, findings generally support the idea that well-designed and well-implemented teacher mentoring and induction programs can boost new teachers’ job satisfaction, efficacy, and retention Key studies supporting this view include Holloway (2001), Fuller (2003), Wilson, Darling-Hammond & Berry (2001), and Strong & St John (2001).
There are important limitations to the existing empirical research on the effects of teacher induction and mentoring programs Most studies are program evaluations that collect outcomes only from participants (Wilson, Darling-Hammond & Berry, 2001; Mitchell & Scott, 1999; Gregson & Piper, 1993; Strong & St John, 2001; Fletcher, Strong & Villar, 2004; Strong, 1998; Stroot et al., 1999; Scott, 1999) While such evaluations provide valuable feedback to program providers and participants, they cannot determine program effects without comparing outcomes with those of non-participants, i.e., data from both groups are needed for a valid assessment.
Sixteen unambiguous conclusions about whether the program adds value emerge from the literature To determine if participants perform differently than non-participants, it is necessary to compare outcomes across the two groups Most studies focus on specific programs within individual school jurisdictions, which reduces generalizability Collectively, these factors limit what can be concluded about the effectiveness of teacher induction and mentoring, as discussed in a critical review of empirical research by Ingersoll and Kralik (2004).
Effect of Induction on Professional Development of Teachers
Research shows that teacher turnover is relatively high compared with many other professions, including law, engineering, architecture, academia, pharmacy, and nursing (Ingersoll 2003; Ingersoll & Perda, 2010b) This turnover is especially acute in the early career, with several studies estimating that roughly 40–50% of new teachers leave within the first five years of entering the profession (Hafner & Owings 1991; Grissmer & Kirby 1987, 1992, 1997; Ingersoll 2003).
Recent research shows that high levels of teacher turnover contribute to persistent teacher shortages in schools, largely due to a revolving door where large numbers of teachers depart long before retirement (Ingersoll & Perda, 2010a; Ingersoll & May, 2011; Achinstein et al., 2010) These studies also indicate that beginning teachers, in particular, report that a lack of adequate support from the school administration is a major factor behind their decisions to leave.
Effective orientation and induction programs address the occupational challenges faced by new teachers, and over the past decades, many states, school districts, and schools have developed and implemented induction support for beginners Recent U.S studies show that the share of first-year teachers who report participating in an induction program has risen steadily over the last two decades, increasing from about 40 percent in 1990 to almost 80 percent by 2008 By 2008, participation in induction programs among beginning teachers had reached a substantial majority.
22 states were funding induction programs for new teachers (Education Week,
Induction theory asserts that teaching is a complex profession, and that pre-employment teacher preparation rarely provides all the knowledge and skills needed for successful teaching; much of what new teachers must know is acquired on the job (Gold, 1999; Hegsted, 1999; Feiman-Nemser, 2001; Ganser, 2002) Consequently, schools must play a vital role in creating environments where novices can learn the craft, endure challenges, and persist as teachers The goal of induction and related support programs is to boost the performance and retention of beginning teachers—strengthening teachers’ human capital—to ultimately improve student growth and learning.
Role of Mentors during Induction and Orientation Programme
Mentor support can improve the effectiveness of mentors who work with new teachers In a randomized study by Evertson and Smithey (2000), 46 experienced teachers were assigned to either receive mentor training or not, and at the start of the school year each mentor was paired with a beginning teacher to work together through the first half of the year.
Data from classroom observations show that new teachers paired with trained mentors receive higher ratings for adjusting classroom activities to meet students’ interests, establishing routines and procedures, and keeping students on task, compared with those working with untrained mentors However, little research has examined how often mentors should meet with new teachers Robinson presented these observations at the annual meeting of the Midwestern Educational Research Association.
Research from 1998 indicates that mentor–novice contact should vary with the needs of a new teacher Robinson argued, without citing any research, that mentors should meet with novices daily during the first six weeks of school and then weekly for the remainder of the semester, with meetings occurring only periodically during a teacher’s second year The findings suggest that novices should have assigned mentors, mentors should receive training, and new-teacher support involves addressing instructional-practice issues and helping novices interact with school colleagues.
Coronado (2007) notes that a well-designed mentoring program can yield numerous advantages for beginning teachers, supporting their early career development and classroom effectiveness To ensure these benefits, a successful program must be structured in a way that identifies and addresses the individual needs of each beginning teacher, enabling personalized guidance and targeted support.
Ganser (2002) identifies mentor-teacher programs as designed to achieve key objectives, including providing instructional assistance, helping new teachers navigate curriculum guidelines, and addressing discipline problems Wong and Asquith also discuss related mentoring approaches that support teacher development and classroom effectiveness.
According to 2002, once a trusting and supportive mentor-mentee relationship is established, new teachers can focus on their professional development during the early phase of their careers In the induction period, mentees have the opportunity to learn from experienced mentors, refine their teaching practices, and lay a strong foundation for ongoing growth in the profession.
New teachers often need to actively improve their teaching skills and navigate many facets of the profession that university coursework doesn’t fully prepare them for Effective new-teacher mentoring programs support this transition by helping novices acclimate to the specific school culture, expectations, and routines where they will work Through modeling best practices and ongoing guidance, mentors set the standard and help their protégés develop into confident, capable educators in their own right (Bowman, 2002).
This study examines whether teachers in Githunguri Sub County fulfill the mentoring roles they are expected to play when guiding novice teachers in their schools Building on Sullivan’s (1992) framework, mentor responsibilities include facilitating the newcomer's acculturation into the school community, co-designing and implementing a joint mentorship growth plan, maintaining an ongoing relationship in line with the Code of Professional Conduct, modeling effective teaching strategies, observing the new teacher and providing constructive feedback, helping the newcomer identify personal strengths and map out ongoing professional development, and assisting with curriculum and instructional planning.
Summary of Literature Review
Past literature on mentorship in the work environment shows several studies aiming to clarify how mentorship is carried out Notably, Smith and Ingersoll (2004), Little (1990), and Klug and Salzman (1991) used random-assignment designs to compare two induction models—mentoring by a team (mentor, school administrator, and university faculty) and mentoring by a buddy (an experienced teacher within the same school)—to determine the level at which mentorship operates Studies by Feiman-Nemser et al further contribute to understanding these mentorship modalities and their practical implications.
Researchers such as Feiman-Nemser (2001), Ganser (2002), Hegsted (1999), Fideler and Haselkorn (1999), and Scherer (1999) sought to outline the overall objective of teacher mentoring programs They asserted that mentorship provides newcomers with a local guide to navigate the profession, but the specific character and content of these programs vary widely They also proposed that induction programs differ according to the number of new teachers they serve, reflecting differences in scale, resources, and context.
These studies primarily focus on mentorship programs and fail to establish whether such programs add value to the teaching profession Their results are not comprehensive regarding the most commonly used programmes or their effectiveness This study seeks to fill that gap by exploring teachers' perceptions of the importance of induction and orientation for newly employed teachers, identifying the types of induction programmes used in public secondary schools, describing the main activities conducted during induction and orientation, and examining the role of mentors in supporting newly recruited teachers.
Introduction
This chapter presents the study's methodology, detailing the research design, identifying the target population, and specifying the sample size and sampling procedures; it also describes the research instruments and assessments of their reliability and validity, and outlines the data collection methods and the data analysis procedures used to interpret the results.
Research Design
Research design is the systematic process of formulating empirical tests to support or refute knowledge, and it also provides the plan and structure for answering research questions This study adopted a descriptive survey design, which is appropriate because, as Kothari notes, a survey describes, analyzes, and reports conditions as they exist without manipulation Descriptive survey research is particularly suitable when the aim is to produce a detailed description of an issue (Mugenda & Mugenda, 2003).
Target Population
The study's target population consisted of all public secondary school principals (n=30) in Githunguri Sub County and all teachers (n=300) employed by the Teachers Service Commission across the 30 secondary schools, totaling 330 potential respondents, as reported by the Githunguri Sub County Education Office.
Sampling Procedures and Sample Size
Guided by McMillan and Schumacher (2001), the study treats sample size as essential for obtaining credible results and notes that a sample of about 20% of the total population can be representative Consistent with this guidance, 60 teachers were sampled from a population of 300, representing 20% of the teachers in the sub-county Purposive sampling was used to select these teachers, and all principals from the 30 public schools participated, yielding a total sample of 90 respondents.
To recruit participating teachers for the study, the researcher allocated the total sample size across the number of schools, yielding three teachers per school With the principal’s help, the names of all teachers were written on slips of paper, folded, and three slips were drawn from the pool to select the participants This random draw aimed to give every teacher an equal chance of being chosen The selected teachers were then given questionnaires to complete as the researcher waited for their responses.
Research Instrument
The main tool for data collection was questionnaires and document analysis
A questionnaire is a paper-based survey instrument used to collect specific information efficiently In this study, it is preferred because it requires less time and is more cost-effective, enabling data collection from a large population in a short timeframe Additionally, administering the same questions to all respondents allows direct comparison of results and enhances the reliability of the data.
The study used a mixed-format questionnaire with both open-ended and closed-ended items, organized into five sections Section A collected social-demographic information and the academic qualifications of teachers and principals; Section B captured perceptions of the importance of induction and orientation for newly recruited teachers; Section C gathered information on the types of induction provided to newly recruited teachers in public secondary schools; Section D documented the activities carried out during induction and orientation programs; and Section E explored the role of mentors in the induction and orientation of newly recruited teachers.
Researchers examined documents in the principal’s office, reviewing records and reports to understand how the school’s induction process was carried out This document analysis served triangulation, as the information gathered from these records was compared with the questionnaire results to validate the findings.
Validity of the Instrument
Validity is the accuracy and meaningfulness of influences based on research results
Validity is the degree to which an instrument measures what it is intended to measure (Mugenda & Mugenda, 2003) To assess the validity of the teachers and principals questionnaires, the researcher shared them with supervisors who are experts in educational research These experts evaluated whether each item effectively captured the intended construct, and any questions deemed irrelevant or ambiguous were replaced with more appropriate items to ensure the instruments accurately reflect the study’s aims.
Reliability of the Instruments
To establish reliability, a pilot study was conducted using the split-half method at the pre-test stage to assess the instrument's internal consistency (McMillan & Schumacher, 2001) The instrument items were divided into two halves, with even-numbered items forming one half and odd-numbered items the other, to evaluate the degree of equivalence between the halves The reliability of the instrument was indicated by the correlation between these halves, reflecting their consistency in item content This correlation was calculated using Pearson’s product-moment correlation coefficient (r).
To obtain the full reliability of the instrument, the Spearman –Brown Prophesy formula was used
Reliability of entire test (Re) = 2(reliability of 0.5 test)
Where 2r=correlated reliability r=uncorrected reliability n=number of parts=2(Tuck man, 2008)
After reliability testing, the instrument demonstrated a reliability coefficient of 0.89, indicating strong instrument reliability This result aligns with the threshold proposed by McMillan and Schumacher (2001), who assert that a reliability value above 0.70 is adequate for an instrument to be considered reliable.
Data Collection Procedures
After obtaining an introduction letter from Kenyatta University, the researcher secured a permit from the National Council for Science and Technology (NCST) and presented these documents to the Deputy County Commissioner (DCC) and Sub-County Educational Officer (SCEO) in Githunguri, where permission and introductory letters for the head teachers and teachers of the participating schools were issued With approvals in place, the researcher then visited each sampled school to administer the questionnaires Prior to administration, a brief introduction explained the study’s purpose and assurances of confidentiality were provided The questionnaires were subsequently distributed to the teachers and principals, and a collection date was set On the scheduled date, the researcher retrieved the completed questionnaires.
After the collection of data, the questionnaires were checked for completeness, usefulness and accuracy The responses from the questionnaire item were coded and processed by a computer using the statistical package for social sciences (SPSS) Descriptive analysis was conducted to describe the characteristics of respondents According to Mugenda and Mugenda (2003), descriptive statistics describes things such as behaviors, attitudes, values and characteristics The findings were presented using both statistical techniques (frequency distribution tables and graphical representations (histograms, bars graphs and pie charts) The analysis was based on the objective as presented in table 3.1
Table 3.1: Data Analysis per objective
Objectives Research questions Variables Collection tools
To determine the perception of teachers on the importance of induction and orientation of newly employed teachers in Githunguri sub county
What is the perception of teachers on the importance of induction and orientation of newly employed teachers in Githunguri sub county?
Teachers orientation and Perception of teachers on induction and orientation programme
Questionnaire Descriptive analysis (frequencies, mean, standard deviation)
To establish the types of induction programmes undertaken by newly recruited public secondary school teachers in
What type of induction programmes are undertaken by newly recruited public secondary school teachers in Githunguri sub county?
Questionnaire Descriptive analysis (frequencies, mean, standard deviation)
Identity the main activities carried out during the induction and orientation of the newly recruited teachers in Githunguri Sub
What are the main activities carried out during the induction and orientation of newly recruited teachers in Githunguri Sub County?
Teachers induction and orientation Main activities carried out during induction
Questionnaire Descriptive analysis (frequencies, mean, standard deviation)
Establish the role of mentor during induction and orientation of newly recruited teachers in
What is the role of mentors during induction and orientation of newly recruited teachers in Githunguri Sub County?
Role of mentors in induction and orientation
Descriptive analysis (frequencies, mean, standard deviation)
CHAPTER FOUR FINDINGS AND DISCUSSIONS
Introduction
The purpose of this study was to establish the perceptions of teachers on the effectiveness of induction and orientation of newly recruited public secondary schools teachers in Githunguri Sub County The findings of this research are presented along the key objectives of the study These are; i Teachers perception on the importance of induction and orientation ii Types of induction programmes undertaken by newly recruited teachers iii Activities carried out during induction and orientation iv Roles of mentors in induction and orientation
Demographic information
Gender of the respondents
The study sought to establish the gender of the respondents with the aim of establishing whether the views of all gender were incorporated in the study
The results on gender are as presented in Figure 4.1
Figure 4.1: Gender of the Respondents
Figure 4.1 shows that among the 55 teachers who participated, 29 were female (53%) and 26 were male (47%) Among the 30 principals who responded, 18 were male (60%) and 12 were female (40%) The observed gender distribution is attributed to the Sub County having more boys’ schools than girls’ schools, as well as the TSC headship policy, which requires that boys’ schools be headed by male teachers and girls’ schools by female teachers; in mixed schools, the deputy principal and principal should be of different genders.
The study also aimed to determine the age of the respondents to assess whether age influences teachers' perceptions of the effectiveness of the induction process in schools.
The respondents were therefore asked to indicate their ages The results are as in Figure 4.2
Figure 4.2: Age of the respondents
Figure 4.2 indicates that among 55 teachers, 30% are aged 30–35, while the 25–30 and 35–40 groups each account for 20% (11 teachers in each), suggesting a mean teacher age of roughly 30 years In contrast, the principals show a different distribution, with the 45–50 age group leading at 9 individuals (30%).
Findings indicate that promotion to headship in schools is likely influenced by the length of service, with a preference for teachers who have served many years The data show that teachers aged over 30 number 37, or 70%, while principals aged over 30 number 28, or 95% This pattern suggests that senior teachers can assume mentorship roles for newly recruited teachers, leveraging their experience to support leadership development within the school.
Level of Education
The study also sought to establish the level of education of the teachers whose results are presented in Figure 4.3
Figure 4.3: Education levels of the teachers and the principals
Figure 4.3 shows that of the 30 principals who participated, 21 (70%) had a bachelor’s degree as their highest level of education Among the 55 teachers who responded, 33 (60%) had a bachelor’s degree and 11 (20%) held a master’s degree, while 8 principals (25%) also held a master’s qualification These results indicate that all teachers in Githunguri Sub County meet the minimum qualification of a diploma course to teach in secondary schools.
Length of service for the teachers
This study examined the length of service among teachers to determine whether their tenure is long or short The results on teachers’ length of service are presented in Figure 4.4.
Figure 4.4: Length of Service for the Teachers
Figure 4.4 shows the distribution of teaching experience among 55 teachers: 16 (30%) have 4–7 years, 11 (20%) have 1–4 years, 11 (20%) have more than 10 years, 11 (20%) have 7–10 years, and 6 (10%) have less than one year This mix indicates a workforce that includes both early‑career and veteran teachers, with a sizable group being the immediate recipients of induction programs, and as a result they may evaluate the induction course’s effectiveness from the perspective of newcomers.
Principals were asked to indicate their years of service as school leaders, and the results are shown in Figure 4.5 The data present two categories: less than a year and 1–4 years One principal (5%) falls into the "less than a year" category, while the remaining principals are categorized as having served 1–4 years.
Figure 4.5: Principals Length of Service
Figure 4.5 shows that nine of the 30 principals (30%) who participated in the study had served for more than ten years, indicating substantial experience in school management practices An equal share—nine principals (30%)—had 4–7 years of service The remaining principals reported shorter tenures: one principal (5%) had less than one year, five principals (15%) had 1–4 years, and six principals (20%) had 7–10 years.
Perception of Teachers on the Importance of Induction and Orientation
This study aimed to assess teachers’ and principals’ awareness of the TSC policy on induction and orientation for newly recruited teachers Among the 30 principals, 26 (86%) were aware of the policy, while 4 (14%) were not aware Among the 55 teachers, 28 (50%) were aware and 28 (50%) were not aware, indicating that this policy is more commonly known by principals—likely reflecting their role as policy implementers in schools The results are presented in Figure 4.6.
Figure 4.6: Teachers and principals level of awareness of the TSC policy on induction and orientation
In line with the level of awareness, the respondents were also asked to indicate whether induction is carried out in their schools The results are in Figure 4.7
Figure 4.7: Teachers and Principals responses on whether there is a policy of induction in their schools
Figure 4.7 shows that among 30 principals, 26 (86%) report the induction programme is implemented in their schools while 4 (14%) say it is not, and among 55 teachers, 39 (70%) confirm implementation whereas 16 (30%) say it is not, indicating that most schools deploy the programme to a moderate extent with some instances of limited implementation This pattern raises concern about the consistency and effectiveness of induction across schools Tickler (2002) argues that schools should develop induction policies and evaluate and review them regularly to ensure that time and money are spent wisely and that positive results are achieved, with the methods used to help novices integrate and become effective teachers deemed most appropriate Grobler et al (2002) also contend that a well-planned and designed induction programme, drawn up jointly by management and teachers, should be officially adopted by top management before implementation.
The duration of the programme was established to determine whether the allocated time is sufficient for newly recruited teachers to adapt to the school environment and perform their duties effectively The results related to the programme’s duration are presented in Figure 4.8.
Figure 4.8: Time taken to induct and orientate newly recruited teacher
Figure 4.8 shows that among 30 participating schools, 21 (70%) practiced induction for less than a month, a pattern likely linked to the small size of many secondary schools, where a month is often enough for newcomers to become familiar with how the institution operates Meanwhile, 6 (20%) and 3 (10%) indicated that induction or orientation lasts 1–3 months and 3–6 months, respectively, signaling that some schools are willing to allocate more time to induct newly recruited teachers On the time required for induction, the findings align with Turner and Bash (1999), who contend that effective induction requires dedicated time for both the inductor and the inductee to plan, prepare, observe, evaluate, inform, and discuss away from regular duties The study by Ajowi, Simatwa and Ayodo (2010) further suggests that mentor–novice contact should be tailored to the needs of the new teacher, with mentors meeting daily during the first six weeks and then weekly thereafter.
Across the remainder of the term, studies show that novice teachers benefit from having an assigned mentor, that mentors should receive formal training, and that new-teacher support should focus on improving instructional practice and fostering collaboration with school colleagues This view is echoed by Wang, Odell, and Schwille (2008), who highlight the importance of the orientation period and note that its length should vary with the size of the organization.
To evaluate how important induction and orientation programmes are, teachers and principals completed a survey rating statements about induction and orientation on a five-point Likert scale, where 1 means strongly disagree, 2 disagree, 3 neutral, 4 agree, and 5 strongly agree The results of these ratings are presented in Table 4.1.
Table 4.1: Teachers and Principals opinion on the importance of orientation and induction
Statements on importance of orientation f % f % f % f % f % f % f % f % f %
Make teachers adjust to the school environment quickly
Promotes unity among the teachers 4 14 - - 12 43 - - 2 4 4 8 2 4 28 56 14 28
Covers many needs of the newly recruited teacher
Leads to professional growth of the teacher - 14 - - - 57 - - - - 8 16 2 4 24 48 16 32
Exposes the newly recruited teacher to the rigors of teaching
Enhances the social relationship between the new teacher and the old teachers
Helps in retaining competent teachers in the profession
Improves teacher performance 4 14 - - 4 14 20 71 - - 10 20 12 24 24 48 4 8 Enables newly recruited teacher understand community and their culture
Note: 5-Strongly agree, 4- Agree, 3- Neutral, 2- Disagree, 1- strongly disagree
Table 4.1 shows that principals largely view induction and orientation as important, with 20 principals (71%) strongly agreeing that it improves teachers’ performance, suggesting that enhancing teacher performance is a key role of induction and orientation It also indicates that induction helps teachers adjust to the new environment quickly, with 34 teachers (68%) and 16 principals (57%) supporting this statement Building confidence among newly recruited teachers was confirmed by 16 principals (57%) and 28 teachers (56%) who strongly agreed Induction and orientation were seen as contributing to teachers’ professional growth (16 principals, 57%; 24 teachers, 48%), and exposing newly recruited teachers to the rigors of teaching (16 principals, 57%; 16 teachers, 32%) The social integration benefit—improving the social relationship between new and old teachers—was supported by 16 principals (57%) and 20 teachers (40%) who strongly agreed Other roles include fostering unity among teachers (28 teachers, 56%; 12 principals, 43%) Lastly, the statement that orientation helps newly recruited teachers understand the community and culture of the school’s locale was the least endorsed, with 12 principals (43%) strongly disagreeing.
This study’s findings align with Dinham (1992), who noted that newly appointed teachers should have information on school policies, procedures, classroom management, and the preparation of student assessments, as well as access to professional development and career planning opportunities It is also supported by Hargreaves (1994), who similarly emphasizes the importance of structured induction and ongoing support for novice teachers.
New teacher induction programs provide teachers with the opportunity to deepen their understanding of teaching and learning while building confidence through collegial sharing and support This indicates that comprehensive induction should address the practical concerns of classroom teachers, including how to adapt teaching methods to diverse learners, how to ensure student achievement meets established benchmarks, and how to help students overcome barriers to learning.
Types of Induction Programmes undertaken by Newly Recruited Teachers39
An additional objective of the study was to identify the types of induction programmes used for newly recruited public secondary school teachers To measure this, both teachers and principals reported how frequently activities such as experienced teachers exchanging lessons with new recruits, mentorship, specialized courses, conferences, special meetings, demonstration lessons, and apprenticeship were employed to induct new teachers, with the results summarized in Table 4.2.
Table 4.2: Principals and Teachers’ opinion on type of orientation carried out in schools
Frequency of using always Often Sometimes rarely Never always Often Sometimes rarely Never f % f
Experienced teachers exchange lessons with newly recruited teachers
Mentorship used in the induction process
Special courses organized for newly recruited teachers
Conferences organized to induct new teachers in your school
Special meetings organized to orient new teachers
Experienced teachers carrying demonstration lessons
Apprenticeship as an induction process
Table 4.2 shows that all types of induction and orientation—experienced teachers exchanging lessons, mentoring, organizing for special courses, conferences, apprenticeships, experienced teachers carrying out demonstration lessons in class, and organizing special meetings—were implemented in schools, though their frequency varied Principals reported that some practices were used more often, including experienced teachers exchanging lessons with newly recruited teachers, mentoring, the use of conferences, special meetings, and demonstration lessons conducted by experienced teachers, with 16 principals (57%) endorsing these However, teachers identified the most common practices as experienced teachers exchanging lessons with newly recruited teachers and conducting demonstration lessons, with 24 teachers (48%) saying these were often used, a finding also supported by Johnson and Kardos.
A 2002 study notes that new teachers want to discuss curriculum implementation, seek ideas on addressing individual students’ needs, and gain insights from colleagues with experience in their subject areas In addition, teachers reported using other common practices such as special meetings and apprenticeship, with 22 teachers (44%) indicating engagement in both approaches These findings mirror Simatwa’s work, highlighting the role of collaborative professional development for novice teachers.
Research in 2010 identified several forms of induction in schools, including class supervision, workshops, orientations, seminars, and especially mentoring; these activities occur in Githunguri Sub County, though they are not routinely implemented The study’s findings align with Wong, Britton, and Gesner (2005), who noted that seminars and workshops conducted during orientations are often poorly organized due to funding constraints in public primary schools.
Main activities carried out during the Induction and Orientation of the
This study sought to identify the main induction and orientation activities for newly recruited teachers and to evaluate the uniformity of these practices across schools It gathered input from both teachers and principals on how often each activity is used, including workshops, seminars, informal guidance, classroom observations, face-to-face sessions, lesson demonstrations, discovery-based teaching methods, provision of relevant literature, in-service training, and attachment The results are presented in Table 4.3.
Table 4.3: Activities carried out during orientation and induction of newly recruited teachers
Always Often Sometimes rarely never always Often Sometimes rarely Never
In-service on professional development
Table 4.3 shows that 20 principals (71%) report frequent use of seminars and workshops, while 16 principals (57%) indicate that classroom observation and face-to-face discussion are often used together with lesson demonstrations and attachment to an experienced teacher, a view supported by 12 principals (43%) Teachers’ ratings of induction activities differ from those of principals: 14 teachers (28%) indicated that seminars are always used with lesson demonstrations and the discovery method, with 12 respondents (24%) and 10 respondents (20%) noting related use of discovery and workshops Overall, these findings align with existing literature, including Ingersoll and Smith (2004), who describe teacher induction as involving a variety of activities such as class demonstrations, workshops, orientations, seminars, and mentoring, echoing Kang and Berliner’s perspectives.
(2012) who found out that activities that were commonly practiced associated with first-year teachers were: supportive communication, regular-scheduled collaboration, seminars and common planning time
Aligned with the study activities, this research sought to identify which categories of staff are most involved in the induction and orientation of newly recruited teachers The findings are presented in Table 4.4, detailing the staff groups and their respective roles in onboarding new teachers.
Table 4.4: Category of the staff that carry out induction and orientation programmes
Mentors in the induction programme
Never rarely Sometimes often Always Never rarely Sometimes often Always
Table 4.4 reveals that HODs are the primary option for induction exercises: 12 principals (43%) report that HODs are always used, while 18 teachers (36%) indicate that subject heads are often used Deputy principals and class teachers are used less frequently, described as sometimes used—20 teachers (40%) for class teachers, 18 (36%) for deputy principals, and 16 (32%) for subject teachers The data also show that non-teaching staff are rarely involved in induction and orientation, with 16 principals (57%) and 18 teachers (36%) rating that they are rarely used.
Class teachers and non‑teaching staff are rarely involved in the induction of newly recruited teachers because the orientation typically bypasses the teachers’ code of ethics, an area often overlooked by the school principal or deputy The rest of the induction primarily covers subject-based teaching and is conducted by the Head of Department or subject head, which means the class teacher and non‑teaching staff have limited or no role in those sessions Consequently, the onboarding of new teachers concentrates on curricular topics rather than the broader ethical and organizational aspects of school life.
The Role of Mentor During Induction and Orientation of Newly Recruited Teachers
Another objective of the study was to examine the mentor’s role in the induction and orientation of newly recruited teachers, focusing on whether mentors are aware of their mentorship responsibilities and whether those responsibilities are being carried out To gauge this, both teachers and principals rated their agreement with a series of statements about the mentors’ roles The resulting data are summarized in Table 4.5.
Table 4.5 Teachers and principals opinion on the role of mentors in orientation and induction
Giving information on school policies
Advice on procedures of using available resources
Enlighten on the provisions of the TSC code of regulation
Provision of information on school management
Guidance on handling difficult students
Imparting knowledge on professional ethics
Note: 5- strongly agree, 4- Agree, 3- Neutral, 2 -disagree, 1-strongly disagree
Table 4.5 shows that among principals, 12 (43%) agreed that one of the main roles of mentors is enlightening newly recruited teachers about the provisions of the code of regulations, and 18 (36%) also agreed with that statement, indicating that guidance aligned with the code helps teachers adapt to the teaching system A majority of principals, 20 (71%), were neutral on other mentoring roles such as giving advice on classroom management, imparting knowledge on professional ethics, and offering guidance on professional development For teachers, the majority were also neutral to these roles: 28 (50%) neutral on advice on classroom management, 24 (48%) on provision of information on school management, 22 (46%) on imparting knowledge on professional ethics, and 20 (40%) on guidance on professional development The emphasis on mentoring newly recruited teachers through enlightenment on the provisions of the code of regulations reflects the view that teaching, like other professions, is guided by codes of ethics, with defiance potentially leading to removal from the profession.
Results of this study are aligned with the earlier study by Evertson and Smithey
Research through 2000 has shown that mentor support can improve the effectiveness of novice teachers Evertson and Smithey (2000) further outline the role of mentors as professionals who seek to provide stronger school-based support for beginning teachers while continuing to teach themselves, understanding the typical needs and challenges of novices, and developing and employing a range of strategies to assist them They emphasize preparing mentors for effective one-on-one consultations with individual teachers, focusing efforts on areas that are particularly challenging for beginners, making the accumulated wisdom of experienced teachers accessible to newcomers, and continually developing mentoring practice.
This article outlines 49 strategies for providing acceptance and support to beginning teachers within the school context The study seeks to determine whether teachers in Githunguri Sub-County employ these mentoring roles when guiding new teachers in their schools.
Sullivan (1992) outlines mentors' responsibilities as guiding the new teacher’s acculturation into the school, co-creating and implementing a mentorship growth plan, maintaining ongoing support aligned with the Code of Professional Conduct, modeling effective teaching strategies, and conducting observations with constructive feedback They also assist the new teacher in identifying personal strengths and planning for ongoing professional growth, as well as aiding in curriculum and instructional planning Together with findings from this study and earlier research, these points reinforce the importance of mentorship and underscore mentors’ roles in preparing newly recruited teachers to integrate successfully into the teaching profession.
Figure 4.9: Opinion of teachers on whether the mentors are adequately prepared to discharge their duties
Figure 4.9 indicates that 39 of 55 teachers (70%) believe mentors are not adequately prepared to carry out induction and orientation programs for newly recruited teachers, while 16 (30%) feel mentors are adequately prepared, revealing a wide gap in mentoring quality This finding echoes Basmat and Elizabeth (2000), who reported that teachers are not well prepared for mentorship programs The inadequacy of mentors emerges as a major barrier to effective school induction, a view supported by Carroll and Gillen (2001), who identify barriers to induction such as reluctance to assume mentoring roles, lack of interpersonal competence, time constraints, performance pressures, and the perception that induction should be handled by someone in management.
Mentor inadequacy often stems from a gap between teacher training in colleges and the requirements of mentorship programs College curricula typically focus on teaching methodologies and the subject content teachers are expected to deliver, rather than on the practical mentoring skills and supports that mentorship programs require from mentors.
Respondents recommended several mechanisms to ensure mentors are adequately prepared, including explicit training on the TSC codes of ethics, the TSC induction policy, human resource management, classroom management, and team-building This view is supported by Cooper and Alvarado (2006), who propose that well-designed mentoring programs—featuring high-quality instructional mentoring, careful selection of experienced teachers, and comprehensive training—paired with sufficient time for mentors to work with novice teachers and coordinated alignment with school leadership, can boost novice teachers’ performance and commitment and improve learning outcomes for students.
CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter summarizes the findings of the study and presents conclusions, recommendations and suggestions for further research.
Summary
Perception of Teachers on the Importance of Induction and
Data analysis reveals that 28 teachers (50%) are not aware of the TSC policy on induction and orientation for newly recruited teachers, which hampers the implementation of induction and orientation programs; at the same time, another 28 teachers (50%) are aware of the policy Among principals, 26 (86%) are aware of the policy, while 4 (14%) are not, suggesting that even the agents of the TSC charged with policy implementation are not fully aware of certain policies, including the policy on induction and orientation.
On the importance of the induction and orientation of the newly recruited teachers, the teachers and the principals said that the programme plays a key role such as helping newly recruited teachers to adjust to the school environment quickly, helps in building confidence in the newly recruited teachers and enhances the social relationship between the new teacher and the old teachers The study also revealed that roles such as enabling the newly recruited teacher to understand the community and its culture and retaining competent teachers in the profession are not important in relation to induction and orientation.
Types of Induction Programmes Undertaken by Newly Recruited
On the existence of the induction and orientation programmes in schools, 26(86%) of the principals said that the programme are carried out in their schools and 4(14%)
53 of them said that they do not have such programme in their schools This assertion was supported by the teachers where 39(70%) of them said that there are induction and orientation in their schools
Across the participating schools, the orientation and induction process occurs in less than one month in 21 schools (70%), while 6 teachers (20%) report a duration of 1–3 months and 3 teachers (10%) report a duration of 3–6 months.
Schools implement several forms of teacher induction and orientation, including lesson exchanges among experienced teachers, mentorship, organizing for special courses, conferences, apprenticeships, classroom demonstrations by experienced teachers, and special meetings The most commonly used induction methods are demonstrations by experienced teachers and mentorship, in which subject teachers guide newly recruited teachers in developing schemes of work, creating lesson plans, and keeping records of their work Other orientation approaches exist, such as organizing conferences, but these are used less frequently, indicating they are rarely employed as induction methods in schools.
Main activities carried out during the Induction and Orientation of the
The study aimed to identify the activities involved in teacher orientation and induction, including workshops and seminars, informal guidance and counseling, classroom observations, face-to-face discussions, lesson demonstrations, discovery-based methods, and the provision of related supports.
Findings show that the most common activities for professional development and attachment to an experienced teacher are informal guidance and counseling, face-to-face discussions, the discovery method, provision of relevant literature on TSC policies, and in-service professional development with mentorship by an experienced teacher By contrast, classroom observation is the least utilized activity, indicating that experienced teachers rarely observe new teachers in the classroom as part of the orientation program.
The study sought to identify which staff carry out the orientation and induction of newly recruited teachers It reveals that principals, deputy principals, heads of departments, and subject teachers are the groups most actively involved in these processes, while class teachers and non-teaching staff are not regularly engaged This limited participation by non-teaching personnel is attributed to the orientation framework, which prioritizes teaching activities and acquainting new teachers with the teachers’ codes of ethics—duties that are generally not assigned to non-teaching staff or class teachers.
5.2.4 Roles of Mentors during Induction and Orientation of Newly Recruited
This study highlights the multiple roles of mentors, with the primary duty being to enlighten newly recruited teachers about the provisions of the TSC code of regulations Other key responsibilities include communicating school policies, guiding the procedures for using available school facilities, and advising on classroom practices and management.
Section on management, assessment procedures, and guidance on professional development is valued by teachers and principals, with these areas rated as highly beneficial to school effectiveness In contrast, providing information about the school community is seen as of limited value, a rating that likely reflects its weaker connection to classroom teaching and the professional development needs of newly recruited teachers.
The study identifies a gap in mentorship adequacy related to induction and orientation, showing that mentors are not adequately prepared to support the mentoring process Specifically, 39 teachers (70%) reported that teachers are not sufficiently prepared to take on the mentorship role To close this gap, respondents recommended targeted mentor training covering personal traits, human resource management, classroom management, and team-building skills.