Jaser Joy D. Placeros (Author)
Abstract
This study assessed the school-based Teacher Induction Program (TIP) in selected public high schools in Taguig City and used the results as a basis for developing a learning and development plan addressing indicators that were not highly implemented. Employing the descriptive method of research, the study utilized a researcher-made survey questionnaire and involved 100 purposively selected participants from a total of 877 teachers across Taguig National High School, Signal Village National High School, Western Bicutan National High School, Upper Bicutan National High School, and Maria Asuncion Rodriguez Tiñga High School. Frequency and percentage distribution were used for the descriptive presentation of variables, while appropriate statistical tools analyzed and interpreted the results. Findings revealed that most respondents were female (66%), aged 26–30 years old (54%), primarily teaching English (25%), and had 2–3 years of teaching experience (25%). The implementation of TIP in terms of management (WM = 3.12), content/topics (WM = 3.46), and monitoring and evaluation (WM = 3.26) was rated as “Implemented.” In assessing teachers’ self-efficacy, respondents were “Well prepared” in experience (WM = 3.35), “Very well prepared” in social persuasion (WM = 3.52), and “Well prepared” in physiological feedback (WM = 3.37). Statistical analyses revealed no significant differences in management and monitoring and evaluation when grouped according to profile variables, but a significant difference emerged in content/topics for subjects taught. Additionally, self-efficacy showed significant differences in experience by years of teaching, in social persuasion by sex, and in physiological feedback by subject taught, highlighting specific areas for targeted professional development interventions.
Keywords: teacher induction program, self-efficacy, professional development
DOI: http://doi.org/10.69651/PIJHSS0404497
Recommended citation:
Placeros, J. J. D. (2025). An assessment of the Induction Program for Beginning Teachers (IPBT) in selected Public High Schools in Taguig City: Basis for a learning and development plan. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5369-5377. http://doi.org/10.69651/PIJHSS0404497
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