Perception of Teachers on Effectiveness of Induction and Orientation of Newly Recruited Public Secondary School Teachers in Githunguri Sub -County, Kiambu County -Kenya
Gitonga, Charles N.
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The purpose of this study was to establish the perception of teachers on the effectiveness of induction and orientation of newly employed teachers. The study was guided by four objectives that focused on the perception, types, the main activities and the role of a mentor during induction and orientation of newly recruited teachers. The study was guided by social learning theory which explains how the social environment determines the actions of individuals to make certain choices. The study adopted the descriptive survey design and the target population was all the principals, and teachers in 30 public secondary schools. The sample size comprised all the 30 principals in the sampled schools and 60 teachers from the schools where the principals were sampled. The tools for data collection were the questionnaire and the document analysis. The data analysis was done by first editing the data and feeding it into an SPSS programme where it was analyzed descriptively in line with the research design adopted. The analyzed data is presented by use the graphs and charts. Through data analysis, the study established that 50% of the teachers are not aware of the existing TSC policy on induction and orientation of the newly recruited teachers. On the existence of the induction and orientation programmes in schools, the majority of the respondents said that it is carried out in their schools. The other findings are that the orientation and induction are carried out for a period less than one month in most schools. On the importance of the induction and orientation of the newly recruited teachers, the teachers and the principals said that the programme plays a key role such as helping newly recruited teachers to adjust to the school environment quickly, helps in building confidence in the newly recruited teachers and enhances the social relationship between the new teacher and the old teachers. The study also established that there are several types of orientation programmes carried out in schools. However the most commonly used types of induction and orientation are the use of use demonstrations by the experienced teachers, mentorship where the subject teachers guide the newly recruited teachers in the making of schemes of work, lesson plans and keeping records of work. Other types of orientation programmes like organizing for conferences scored low an indication that it is never used as a type of induction in schools. On the activities carried out during the orientation the study established that the most commonly used activities are; using informal guidance & counseling, using face to face discussions, using discovery method, using provision of relevant literature, using in-service on professional development and using attachment to an experienced teacher. On the roles of the mentor, the study established that there are several roles of the mentors. However, the main roles are enlightening the newly recruited teachers on the provisions of the code of regulation of the TSC, giving information on school policies, procedure, expectations and norms, advising on the procedure of using available school facilities, advice on classroom management, and advice on assessment procedures and guidance on Professional development. Based on the findings the study recommended that, the teachers need to be informed of the existing TSC policy, schools to embrace orientation and induction in order to equip newly recruited teachers with the skills to discharge their duties with minimal hiccups, mentors to be trained on team building skills, this skills can be very useful during the orientation and induction period and also for continuity of such spirit in the entire teaching career and need to have workshops to train experienced teachers on the role of orientation and induction of the newly recruited teachers