Impact of Induction Programs on Early Career Teachers among Public Secondary Schools in Delta State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026301Abstract
This study investigated impact of induction programs in on early career teachers in public secondary schools in Delta State, Nigeria. Three research questions and hypotheses guided the study. A descriptive research design was used for the study, with a population of 489 principals from the public secondary schools in Delta State. The sample size of the study was 49 principals representing 10% of the population selected using the simple random sampling technique. A self-structured questionnaire titled impact of induction programs in on early career teachers Questionnaire (IIPECTQ) was used for the study. The reliability index of the instrument was 0.85 using the test re-test method. Mean, standard deviation and rank order was used to answer the research questions, while z-test was used to test the hypotheses at the 0.05 level of significance. Findings showed, teachers’ induction programs have impacts on early career teachers in public secondary schools in Delta State and there is a significant difference between the opinion of both male and female principals on the impact teachers’ induction programs have on early career teachers in public secondary schools in Delta State. The study concluded that induction program is the umbrella that accommodates the early career teachers and initiates them into the teaching profession in Delta State. The study recommended, among others, that principals should provide inductions programs for early career teachers so as to welcome them into the teaching profession in Delta State.
References
Arnold, A. (2011). Effects and results of new employee orientation. How Contributor.
Asuquo, E. (2015). School induction in public secondary schools: The Nigerian perspective. Macmillan.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729–735. https://doi.org/10.1037/0012-1649.25.5.729 DOI: https://doi.org/10.1037/0012-1649.25.5.729
Ediong, I. V., & Okoli, P. A. (2016). Relationship between teachers’ induction and brain drain in the teaching profession in Abia Municipal Area Council. Abuja Journal of Education and Management Sciences (ABJEMAS), 4(1), 122–128.
Flickinger, J., McGlamery, S., & Zezulka, N. (2016). Mentoring teachers’ stories: Caring mentors help novice teachers stick with education. The Delta Kappa Gamma Bulletin, 72(3), 8–13.
Iheanyanwu, E. O., Opara, J. C., & Okafor, P. A. (2020). Induction of novice teachers for improved job performance in public secondary schools in Abuja Municipal Area Council of the Federal Capital Territory. Abuja, Nigeria.
Kelchtermans, G., & Ballet, K. (2012). The micro-politics of teacher induction: A narrative-biographical study on teacher socialization. Teaching and Teacher Education, 18(4), 105–120. DOI: https://doi.org/10.1016/S0742-051X(01)00053-1
Kelley, L. M. (2010). Why induction matters. Journal of Teacher Education, 55(5), 438–448. DOI: https://doi.org/10.1177/0022487104269653
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1–16. https://doi.org/10.14221/ajte.2013v38n4.4 DOI: https://doi.org/10.14221/ajte.2013v38n4.4
Lott, T. (2011). Beginning teachers: Sink or swim. Journal of Teacher Education, 37(1), 30–34. DOI: https://doi.org/10.1177/002248718603700107
Ronfeldt, M., & McQueen, K. (2017). Does new teacher induction really improve retention? Journal of Teacher Education, 68(4), 394–410. https://doi.org/10.1177/0022487117702583 DOI: https://doi.org/10.1177/0022487117702583
Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50–60. https://doi.org/10.3200/JOER.101.1.50-60 DOI: https://doi.org/10.3200/JOER.101.1.50-60
Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. OECD Publishing. DOI: https://doi.org/10.1787/9789264252059-en
Swanson, P. (2012). Second foreign language teacher efficacy and its relationship to professional attrition. The Canadian Modern Language Review, 68(1), 78–101. https://doi.org/10.3138/cmlr.68.1.78 DOI: https://doi.org/10.3138/cmlr.68.1.078
Yehe, L. (2010). Strength-based mentoring in pre-service teacher education: A literature review. Mentoring and Tutoring Partnership in Learning, 17(3), 263–275 DOI: https://doi.org/10.1080/13611260903050205
