Impact of teacher induction on teacher performance in some selected public senior high schools in Kumasi Metropolis

Abstract

This study was conducted to investigate how teacher induction programmes influence teachers performance in the classroom in public Senior High Schools in the Kumasi Metropolis. The study sought to explore this problem by identifying the extent of teacher induction programmes organised for the teachers in the Kumasi Metropolis, factors which undermine effective teacher induction programmes and strategies that can be employed by educational authorities to promote teacher’s induction programmes. Descriptive survey design was adopted to collect quantitative data for the study. The targeted population for this study was two thousand, one hundred and seventy-eight teachers (2,178) from the eighteen (18) public high schools in the Kumasi Metropolis. Stratified sampling technique was employed for the selection of three of the eighteen (18) public senior high schools in the study area from the category A, B, and C public senior high schools. The accessible population for the three schools were three hundred and thirty-eight (338) teachers. Based on the Krecjie and Morgan sampling model (1970), a sample size of one hundred and seventy-five (175) was adopted for this study. Data were collected using questionnaires. Data were analysed using descriptive statistics and linear regression. The study revealed a statistically significant relationship between teacher induction programmes and teacher performance, the findings showed that teacher induction programmes lead to improvement in the teacher performance in the classroom. The study therefore recommended that Ghana Education Service (GES) and the ministry of Education should place more emphasis on teacher induction policies in the Ghanaian Schools.