Induction and teacher performance, perception of newly trained teachers in some selected schools in Tamale metropolis

Abstract

This research was conducted in Tamale metropolis in the Northern Region of Ghana to examine induction and teacher performance: perception of newly trained teachers in some selected schools in Tamale metropolis. A descriptive survey was the research design employed; whiles the instrument used was survey questionnaire. A purposive sampling technique was employed to select a sample size of 18 respondents in the selected schools. Descriptive statistics such as percentages and frequencies were used for data analysis. The major findings were that most newly trained teachers in the Tamale metropolis did not attend more than two professional development or support programs. Again, it was established that newly trained teachers perceived induction programs as tools that can improve their teaching practices. And also, if was found that induction programs are positively related to teacher performance. Recommendations were that, Ghana Education Service (GES) should design and organized more programs that would ensure the professional development of the newly qualified teachers. Newly appointed teachers are strongly of the view that induction programs helped them perform to some extend as their veterans colleagues, therefore as part of the recommendations in organizing induction programs for them, it should be intensive and properly done so as not to create bad impressions in them about such support programs.