Theacher Induction Peogram and Neophyte Teacher Development in Maasin Disdrict, Philippines
Keywords:
neophyte teachers, professional growth, professional teachers, teacher induction program (TIP)Abstract
This study aimed to explore the lens of neophyte teachers regarding the Teacher Induction Program (TIP) using a descriptive interpretive design. Sixteen participants were randomly selected from the TIP attendance in the Maasin District, Philippines, through simple random sampling. Data were gathered using a semi-structured questionnaire, and coding methods were employed for analysis after securing permissions from the Schools Division Superintendent, district supervisor, school principals, and teacher participants. The findings revealed that TIP plays a vital role in enlightening new teachers about their responsibilities, facilitating their integration into the profession, and contributing to teacher quality and student learning. It also supports the ongoing growth of professional and experienced teachers, establishing its significance in sustaining lifelong learning and instructional excellence. The study concludes that TIP should be institutionalized not merely as an onboarding tool but as a continuous professional development strategy throughout the teaching career. Thus, it is recommended that TIP be embedded as a tiered development program for all teacher levels, supported by inter-agency collaboration, structured mentoring, periodic refresher training, and reflective practices to ensure effective implementation, sustained growth, and improved educational outcomes
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