Enhanced Teacher Induction Program: Its Impact on the Professional Development and Competence of Novice Teachers in Tacurong City Division

Diomar C. Narcilla and PhD Ernie C. Cerado
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Diomar C. Narcilla: Head Teacher I, DepEd Tacurong City, Philippines
PhD Ernie C. Cerado: Associate Professor V, Sultan Kudarat State University, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 2315-2349

Abstract: The professional development of newly hired teachers is crucial in ensuring quality education and effective classroom instruction. This study examines the influence of the Enhanced Teacher Induction Program on the professional competence of novice public elementary school teachers. A descriptive-correlational research design was employed to assess teachers’ perceptions of the program’s implementation and its impact on their professional competence. Data were collected using standardized assessment tools and analyzed through various statistical methods, including mean comparisons and significance testing. Findings indicate that the program was highly effective, with strong implementation across key areas such as professional growth, mentorship, training content, and overall program effectiveness. Novice teachers demonstrated significant improvements in professional competence after participating in the program, particularly in pedagogical skills, content knowledge, classroom management, and professional ethics. Furthermore, demographic factors such as age, gender, educational attainment, teaching experience, and religious affiliation did not significantly impact teachers’ competence, suggesting that structured training and continuous professional development play a more substantial role in enhancing teaching effectiveness. Despite the positive outcomes, no significant relationship was found between the different program components and teachers’ professional competence, highlighting the need for further refinements to maximize its impact. Recommendations include continuous program improvement, strengthened mentorship, and enhanced instructional technology training. Future research should explore qualitative perspectives and long-term effects to provide deeper insights into the program’s effectiveness in shaping teaching proficiency and career progression.

Date: 2025
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