Factors affecting teacher induction process in Kenyenya District, Kisii County
Nyamancha, Jacob Ogali
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The teacher induction process in Kenya has been hardly studied; universities continue to produce thousands of teachers but it is not clear as to the experiences and difficulties they face in schools. This study focused on factors affecting teacher induction in secondary schools in spite of its regularity. Cases of teachers who are unable to adjust, settle down and carry out their work are common in spite of the relentless efforts made by the principals and HODs of departments. Even then the factors affecting the induction process have hardly been studied and analyzed. The main purpose of the study was to identify, the factors affecting teacher induction process in public secondary schools in Kenyenya District, of Kisii County. The objectives of the study are to find out how availability of school financial resources affect the process of induction, to establish the extent to which commitment and support of head teachers affects induction of teachers, to determine how new teacher characteristics can affect the induction process, and to find out how induction policy and other induction guidelines affects the induction process. The study is of significance to students, teachers, and Heads of Department, Head teachers, Ministry of Education (MOE) officials and other stakeholders. A conceptual framework on the teacher induction process was developed by the researcher. The study sampled public secondary schools in one district of the entire county. Simple random sampling method was used to select the schools which produced respondents. The study sampled 12 schools out of 40 from which an average of three beginning teachers, two HODS and the principal yielded a total of 32 beginning teachers, 24 HODS and 12 principals. HIT's samples will be obtained through purposeful sampling technique where head teachers who are currently serving in respective schools were selected. Before data collection the questionnaires were pre- tested in one school. Data was collected by use of questionnaires for teachers, and for HODS and Principals (administrators). Data analysis was descriptive. Data was collected, coded, tabulated and analyzed with the aid of Statistical Package for Social Science (SPSS).The analyzed data was presented in frequency tables, bar graphs and pie charts according to the research objectives and conclusions made. The findings of the study were that most schools do not have a teacher induction policy that policy guidelines are not effectively adhered to; methods and techniques used in teacher induction are inadequate and ineffective. Newly appointed teachers get minimal support, motivation and cooperation from the head teachers and HOD's. Another finding was that teacher characteristics had minimal effect on induction process, except for teacher attitude and mastery of content which were rated highly. Financial resources were a limiting factor although not the main constraint. The study concluded that schools must embrace teacher induction policy guidelines and show commitment and support for newly appointed teachers. The study recommended that The MOE should mount training programs that will enable school administrators embrace teacher induction and that schools come up with suitable strategies that may enhance effective teacher induction process.