2023 SCIENCELINE

Journal of Educational and Management Studies

Volume 12, Issue 4: 49-62; September 25, 2023
Licence: CC BY 4.0, ISSN: 2322-4770
DOI: https://dx.doi.org/10.54203/jems.2023.6

Role of induction programs for newly employed

teachers in improving job performance
Isdori C. Msuva 1 and Prospery M. Mwila 2
1
Educational Officer, Temeke Municipality, Tanzania
2
Academician, Department of Educational Foundation: St. Augustine University of Tanzania, Tanzania

Email: [email protected]

ABSTRACT Original Article

The purpose of this study was to examine role of induction program of newly employed
PII: S232247702300006-13
teachers in improving job performance in the Temeke Municipal Council. The study
primarily employed a quantitative methodology supplemented by certain elements of a Rec. 27 August, 2023
qualitative approach. The study had a total of 76 participants, consisting of recently hired Rev. 10 December, 2023
teachers with less than three years of experience, school heads, ward education officers,
Acc. 12 December, 2023
department heads, and district educational officer. Data were collected through
questionnaires, interviews, and reviewing relevant documents. The results of the study Pub. 25 December, 2023
indicate that the implementation of an induction programme has a significant role in
enhancing teachers' work performance. This programme not only contributes to the
longevity of teachers' careers but also enhances the quality of their instruction, refines their Keywords
teaching skills, and fosters a sense of morale and dedication. The results of the study also Teachers’ induction
revealed a lack of consistency among school heads in the process of inducting teachers, program,
mostly due to the absence of a comprehensive guiding document applicable to all schools. Job performance,
Based on the aforementioned findings, it is advised that school heads be trained to serve as Newly employed teachers,
trainers for teachers. Furthermore, the development of a formal national programme for Temeke Municipality,
teacher induction is recommended.

INTRODUCTION learning community as all participants strive towards

a shared objective: enhancing the calibre of education.
Inductive programmes serve to familiarize newly As noted by Menon (2012), induction programmes
hired personnel with the company's expectations, possess the capacity to enhance the teaching
performance standards, and organisational culture. profession and cultivate a collaborative learning
According to Grant (2006), strategic utilization of the community among educators. These advantages can
induction process has the potential to enhance result in a significantly increased percentage of
employee retention rates by facilitating retention, as new teachers are immersed in an
comprehensive comprehension of their respective educational setting that fosters on-going
roles and their alignment within the organizational development and achievement.
structure. According to Kavenuke (2013), an induction
A teacher induction programme has the potential programme is a professional development process
to enhance the practise of new teachers, foster their designed for new teachers to acquire the necessary
understanding of professional obligations, and skills and knowledge to effectively manage the
eventually contribute to the enhancement of student classroom, motivate students, address individual
learning outcomes. Furthermore, apart from offering variations among students, and assess student
assistance to new teachers, Smith and Ingersoll (2004) performance. A teacher is often employed to provide
posited that these initiatives provide experienced educational instruction to pupils inside an
teachers with the opportunity to engage in reflective educational institution such as a school or college
practice, fostering a sense of cohesion within the (Yehe, 2010). Educational institutions have

To cite this paper: Msuva IC and Mwila PM (2023). Role of induction program of newly employed teachers in improving job performance. J. Educ.
Manage. Stud., 13(4): 49-62. DOI: https://dx.doi.org/10.54203/jems.2023.6
49
 Msuva and Mwila, 2023

traditionally served as establishments dedicated to administrative and organizational issues, including

imparting formal instruction to pupils (Henry, 1989). coping with their own students in the school. The
The responsibility for the transmission of information study supports newly employed teachers with
and skills to pupils relies primarily on the teacher induction programs because they have large impacts
(Holt, 2011). However, it is important to note that a on beginners’ performance. This program gives them
teacher is also entrusted with many obligations morale and motivation to work hard and the desire to
towards pupils, society, and the educational move forward, including devoting and fulfilling their
institution as a whole (Zombwe, 2012). According to responsibilities in their job.
Zombwe (2012), other tasks of teachers include “In South Africa, however, the study of Menon
supervision, facilitation, counselling, serving as a role (2012) showed that there is no induction program like
model, curriculum evaluation, and instruction. that said by different scholars in the USA and
For a teacher to meet all these responsibilities, he Australia above, but newly appointed teachers are
needs to have enough experience and wide knowledge. given the same complex tasks as any other
A newly employed teacher who has just completed a experienced teachers without being well inducted.
college is taken as an inexperienced person, so he or They assumed that these teachers were complete and
she needs to go for training that gives him or her competent after their colleges and universities. These
guidance and orients him or her to the world of work responsibilities include facilitating the teaching and
(Wong, 2004). The training may be an orientation learning process, keeping student records, evaluating
course or an induction program. (Wong, 2004) and students’ progress, and maintaining and building
(Antony et al., 2011) student discipline.
Experiences from other parts of the world show Zombwe (2012) concluded that if newly employed
that newly employed teachers who are just beginning teachers are given such heavy task responsibilities
their work and those who have been inducted or without being properly inducted, there is a high
oriented perform their assigned duties and possibility for them to perform poorly in their daily
responsibilities better (Bartell, 2005). For instance, in activities, which is also supported by Dishena (2014).
the United States of America, the study by Smith and This means that there is inefficiency for teachers who
Ingersoll, (2004) explained that beginning teachers, are missing induction programs in their job
like other experienced teachers, are supposed to performance in general.
properly manage the classroom and motivate In the United Republic of Tanzania, public
students to realize their goals, address individual standing orders direct all government institutions to
differences among students and establish health provide induction training to new employees within
relationships with other staff; therefore, induction the first six months after new employees have
programs are provided to newly appointed teachers reported and provide half yearly reports on induction
to increase their performance by reducing new training (URT, 2009).
teacher irresponsibility, feelings of isolation, and This is because induction training is meant to
disparities between idealistic expectations and educate new employees about ethics, the environment,
classroom reality (Bartell, 2005). the code of conduct, integrity and how to persevere
Smith and Ingersoll (2004) asserts that newly and intermingle with new employees. Induction
appointed teachers who received induction programs programs improve new abilities and job performance
were satisfied and helped and were equipped to deal at work. It sharpens the skills and knowledge of newly
with real teaching. He further added that the appointed employees and allows them to become
beginning teachers who were satisfied with the way familiar with the work environment. Thus, the role of
they were inducted managed to establish a health induction programmes for newly employed teachers
relationship in the classroom, manage students, has a vital role in teachers’ job performance.
control the classroom, master the subjects, plan and Despite the contributions made by these public
involve students in the learning process, monitor standing orders and work policy, the problem is in the
students’ understanding and be part of the school school or college context. This is because it cannot be
management. Additionally, they managed the practised to the maximum level simply because the
curriculum and students’ sports activities. These main facilitators of the programme are heads of
activities have been used as indicators to measure the schools or college principals and heads of
importance of induction programs for newly departments. This means that the problem is time
appointed teachers’ performance (Sharp, 2006). management. Therefore, teachers’ induction
On the other hand, Menon (2012) contends that in programmes are haphazardly performed; hence, they
Greece, beginning teachers fail to fulfil their receive poor induction programmes that make them
responsibilities due to various problems related to unable to perform better in their daily activities.

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Kavenuke (2013) defends the strengths of induction by analysis guides. Records from the library or
arguing that a new teacher who is well inducted documentary method have provided evidence of the
becomes fully equipped with the necessary skills, data collected from the field study. In this study, the
knowledge, attitudes and professional code of conduct, analysis of the field data was performed using the
which are reflected in the job performance of the Excel program and SPSS. SPSS software was used to
teaching and learning process. The rate of increase in determine the correlation between the induction
the number of teachers who are not inducted gives us program and teachers’ job performance and to
a chance to ask educational leaders whether they determine how the independent variables affect
understand the role of induction programs on job teachers’ job performance. The study adhered to all
performance for employed teachers. ethical research issues and conformed to generally
Therefore, due to this large gap, there is a need to accepted norms and values such as anonymity and
further analyse the role of induction programmes for confidentiality, respect for privacy, and respondent
newly employed teachers. Although scholars such as integrity and honesty.
Mangione et al. (2014; 2016) and Kavenuke (2013)
have discussed the issue of induction programs for
new teachers, they still call for another study to be RESULTS AND DISCUSSION
conducted. This study was conducted in Tanzania,
specifically in Temeke Municipal, so that it may Roles of induction programs in teachers’ job
provide a clear picture of what is going on in the performance
country about induction or orientation programs for The first objective of this study is to describe the
newly employed teachers. This study covered the gap role of induction programs in teachers’ job
left by previous studies. Therefore, the purpose of the performance for newly employed teachers. The
current study was to analyse the role of induction responses provided by beginning teachers and heads
programmes in improving job performance among of schools who were interviewed about the roles of
newly employed teachers in Temeke Municipal in Dar induction programmers in newly employed teachers’
es Salaam. Specifically, this study aimed to investigate job performance showed that induction programs
the management of induction programs for newly help sustain teachers’ retention in the profession. The
appointed teachers, to explain how an induction study also revealed that induction programs for newly
program increases the quality of instruction of employed teachers are vital, as respondents explained
teachers and to identify methods for improving that their role is to develop teachers’ quality by
induction programs for newly employed teachers. building and sharing the initial knowledge of new
teachers in the profession.
METHODOLOGY “Induction programs are important. It has a large
role in teachers’ job performance. I learned a lot for two
This study adopted a quantitative design to analyse days in my teaching profession. For example, preparing
the effects of induction programmes on job lessons, teaching techniques,………….”
performance among newly employed teachers in Evidently, it was also reported that the heads of
Temeke District. The study population included newly schools provide induction programs to newly
employed teachers under four years of age, the heads employed teachers. One respondent said:
of the school ward education officers (WEOS) and the “…………….when a new teacher comes to my school. I
heads of departments. The sample comprised a total normally direct him/her what she/he ought to do. I try to
of 76 respondents: 50 beginning teachers, 40 new instill to the teacher some skills, experience, knowledge
teachers from 20 targeted schools in Temeke and practices …………….”
Municipal, 20 heads of schools and 5 heads of The findings here revealed that the induction
departments from the same secondary schools, and 10 programme plays a large role in new teachers’ job
ward educational officers. performance. The induced teachers’ performance
The study utilized three instruments for data looks better than the uninduced performance that one
collection to gain a better understanding of the effects might have acquired from colleges; however, real
of the role induction program on job performance experience and practice are very significant. Another
among newly employed teachers and to cater to the role is to help newly employed teachers acquire
four study objectives. The instruments used were experience, exposure and familiarity with regulations
questionnaires, interview schedules and document and professional codes of conduct.

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Table 1. Role of the induction program in teachers’ performance

Valid Cumulative
Roles of Induction program to teacher's performance Frequency Percent
Percent Percent
Sustain teachers retention in the profession 1 14.3 14.3 14.3
Develop quality by building initial knowledge and building
1 14.3 14.3 28.6
confidence
Provide professional support and teaching techniques 1 14.3 14.3 42.9
Valid Improve teachers skills, knowledge and do well in their job 1 14.3 14.3 57.1
Improves subject matter knowledge of a teacher 1 14.3 14.3 71.4
Provide personal support and adaptation to environment 1 14.3 14.3 85.7
Help to familiarize with regulation and professional code of conduct 1 14.3 14.3 100.0
Total 7 100.0 100.0
Source: Field data, 2023

Moreover, it was revealed that induction The job performance of the induced teachers
programs improve teachers’ skills and knowledge. In connection with research objective two, it is
Newly employed teachers are new to professionals, so evident that induction programs increase the quality
they require an induction programme to expose them of investment of teachers. Student success can be
to the teaching profession to gain experience, ensured by providing teachers with a comprehensive
understand the environment, improve techniques and and coherent professional induction program. The
master their job. ultimate purpose of any school is the success and
In China, for example, novice teachers are achievement of its students. This investment in
exposed to induction until they understand the teachers improves students’ achievement (Nkwamu,
culture of the teaching profession, with such exposure 2009).
helping to boost teachers’ retention (Wong et al., 2005) Table 2 revealed that induced teachers had good
The present study, based on the response from performance on several items, such as class
among the heads of schools, revealed that most of the management skills, awareness of work and
heads of schools were inducting newly employed environment, and observed professional codes of
teachers soon after arrival at their respective schools. conduct, and appeared confident and effective in their
However, some school heads lack enough time for jobs. This means that the induction program helped
conducting induction and resources to run the them to perform better. The participants were
seminars using external facilitators. Instead, interviewed on a list of several performances.
experienced schoolteachers and heads of the subject The study findings shown in Table 3 revealed that
departments are involved in conducting the induction 9 (45%) of the respondents who were heads of school
program. They normally receive directive guidance said that uninduced teachers could not manage
and adapt to their new environment as they live in the crowded classes, 5 (25%) of the respondents said that
school environment. uninduced teachers had less awareness of their work
To summarize the first objective, this study aimed environment, 3 (15%) of the respondents reported that
to describe the role of induction programs on teachers’ uninduced teachers experienced violations of
job performance for newly employed teachers. The professional codes of conduct and related rules and
study findings regarding this objective revealed that regulations, 2 (10%) of the respondents among the
induction programs sustain teachers’ retention in supervisors of education said that teachers who were
their profession. It also improves teachers’ quality and not induced experienced anger and anxiety and felt
performance, and induction programs help new nervous in their new job, and 1 (5%) of the respondents
teachers acquire experience and exposure in the reported that a small number of teachers who were
profession and become familiar with professional not induced dropped out of the job. Ingersoll and
rules and regulations. On the other hand, a hard Smith 2003, cited in Nkwamu (2009) stated that the
induction program was again revealed to improve teaching profession has long had an alarmingly high
teachers’ skills and knowledge in understanding work rate of attrition among newcomers, which is due to
environment culture and codes of professional poor induction of its new entrants in the job. Effiong
conduct. and Olofu (2016) assert that new teachers, especially
at second levels, are left on their own to succeed or fail
within the confines of their classroom upon accepting
a teaching position in a school.

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The respondents maintained that uninducted uninducted teachers to perform well. Nevertheless, newly
teachers could not perform as well as the inducted employed teachers who have been in ducted demonstrate
teachers. Those who were inducted through special rapid adjustment in the work, appear confident and
programs upon employment appeared confident, provide better performance.”
equipped and efficient in their performance. The Upon interviewing the heads of public secondary
heads of schools among the schools visited when schools in the research area, the study scrutinized
interviewed stated the following: some academic documents that showed newly
“I have been receiving new teachers from different employed teachers’ performance. One of the
diplomas, colleges and graduates from different documents found was an individual subject
universities in Tanzania. I must admit that uninducted performance form that indicated students’ results in
teachers generally do not perform well; it is rare for terminal examinations (Tables 4 and 5).

Table 2. Performance of induction teachers’ responses from WEDS respondents.

Valid Cumulative
Performance of induction teachers Frequency Percent
Percent Percent
Confident and effective 2 20.0 20.0 20.0
Have skills and knowledge extension 1 10.0 10.0 30.0
Valid Observe professional code of conduct 2 20.0 20.0 50.0
Have good class management skills 2 20.0 20.0 70.0
Improve morale and commitment 1 10.0 10.0 80.0
Have awareness of work environment 2 20.0 20.0 100.0
Total 10 100.0 100.0
Source: Field survey (2023)

Table 3. Responses to challenges that educational supervisors encounter from unsupervised teachers
Valid Cumulative
Challenges of Uninducted Teachers Frequency Percent
Percent Percent
Mismanagement of crowded classes 9 45.0 45.0 45.0
Anxiety and nervousness 2 10.0 10.0 55.0
Valid Unawareness of work environment 5 25.0 25.0 80.0
Violation of some professional code of conduct 3 15.0 15.0 95.0
Teacher drop out/attrition 1 5.0 5.0 100.0
Total 20 100.0 100.0
Source: Field survey (2023)

Table 4. Inducted teacher performance in the Kiswahili subject

A B C D F Passed Failed Registered Pass %

27 76 244 152 62 499 62 561 88.9%

Source: TEMUCE results 2022

Table 5. Uninduced teacher performance in English subjects

A B C D F Passed Failed Registered Pass %

10 14 81 105 351 210 351 561 37.4%

Source: TEMUCE Results 2022

A review of the two documents in Tables 4 and 5 performance document, Table 5, shows the individual
revealed that there were marked differences between subject performance of uninducted teachers in the
the induced teachers whose individual performance same class but in different subjects. It revealed that
for “Kiswahili subject” form three was good, as the there was poor performance, with a percentage pass
percentage passing was 88.9%, with only of 37, with approximately 62.6% of failed students.
approximately 11.1% of failed students. Another These two documents indicate that induction

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programs for newly employed teachers are highly development program that improves professionals,
encouraged. Dishena (2014) asserts that a teacher skills and educators at very points in their careers.
qualification is tied to students’ achievement. The head of the school commented that giving letters
Effective teaching produces better achievement to appointees with a list of instructions,
regardless of which curriculum materials pedagogical responsibilities and job descriptions is not enough,
approach or reading program is selected (Dishena, but there is a need for close supervision, coaching and
2014). facilitation of day-to-day activities. The evaluated
Another document observed was attendance document also revealed that discipline-appointed
registers in which the teachers were appointed by the teachers performed well because they were inducted
head of school to supervise as class teachers. The as well as environmental teachers. In these
teacher showed that he was capable of roll calling documents, the other two uninducted teachers also
students and mastering the class but failed to revealed that they performed below expectations.
compute the attendance percentage of all students in Anangisye (2006) added that graduation ceremonies
his class for several months. do not define quality teachers and that
professionalism is not defined by graduation
Table 6. List of appointed teachers showing the ceremonies but serves as a marker of the beginning of
performance of both induced and uninduced teachers the continuous process of professional advancement
Department
Performance Types of and capacity building.
% teacher
Sports teacher 55 Un inducted Management of the Induction Program
Environmental teacher 78 Inducted In connection with the second objective, the
research also sought to determine the management of
Class deans 50 Un inducted
induction programs administered to newly employed
Discipline teacher 84 Inducted teachers. Table 7 shows respondents who responded
Source: Field survey (2023) “yes” and “no”. The study findings revealed that 16
(40%) of the newly employed teachers said yes they
The report from the head of school shows that had an induction program, while 24 (60%) of the
among the appointed teachers, uninducted teachers newly employed teachers said no to the question
lack the same experience and thus have low meaning they were not inducted. On the other hand, 9
performance, as shown in Table 6 above. There were (45%) of the school heads said “yes”, while 11 (55%) said
also other cases reported by the head of school “no”.
showing some confrontation with parents. Uninduced This implies that the majority of the new teachers
teachers need communication skills with parents. are not aware of the induction programme, while few
It has been revealed that induction programs in claim to have been exposed to induction programmes.
public secondary schools enhance job performance, so The respondents were also asked to describe the
newly employed teachers should be well inducted interview and questionnaire requirements of the
before employment. As shown in Table 6, data from newly employed teachers:
the heads of school documents reveal that in addition “On the first day to work, we were called by the head
to being appointed to different positions in a school, of school given some document to fill in given short
teachers need to be supported to perform well. After history of the school given some miles and regulation, and
being appointed as a sports teacher (sports mistress), then we were taken to academic office for periods and
one newly employed teacher stated the following: subject allocation. We were folded that one attention was
“I was appointed by the head of school last year with over and the following day we started teaching …………………”
the letter written a list of job descriptions. For about a The respondents quoted above what they
week, I kept waiting unknowingly until the deputy called experienced when they first reported that it does not
me to ask why no sports activities were going on. He qualify to be called an induction programme.
ordered me to start responsibilities on the following day. Therefore, there is a need to improve induction
He also instructed me on how to undertake my duties programs for newly employed teachers. Wong (2004)
without colliding with other members.” insists that making competent programs helps to
The quoted information from the uninducted improve the professional skills of most teachers
teacher shows that uninducted teachers perform starting from their first day of entry into the work
below average unless they are inducted and guided to station. Experienced teachers play a large role in
their new responsibilities. This is acknowledged by helping sharpen novice teachers through classroom
Kavenuke (2013), who contends that to produce observations, discussion and checking their lesson
effective teachers, there must be a professional planning and class evaluation.

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Table 7. Responses by respondents about the management of induction programs when they reported at work
Valid Cumulative
Management of induction program Frequency Percent
Percent Percent
New employed teachers who responded - Yes 16 24.6 24.6 24.6
New employed teachers who responded - No 24 36.9 36.9 61.5
Head of schools who responded - Yes 9 13.8 13.8 75.4
Valid
Head of schools who responded - No 11 16.9 16.9 92.3
Heads of department who responded - Yes 2 3.1 3.1 95.4
Heads of department who responded - No 3 4.6 4.6 100.0
Total 65 100.0 100.0
Source: Field survey (2023)

Table 8. Management of the induction program

Valid Cumulative
Response of H/Schools and H/Dept. on provision of Induction Program Frequency Percent
Percent Percent
Heads of school who said -YES 16 64.0 64.0 64.0
Valid Heads of school who said - NO 4 16.0 16.0 80.0
Heads of Department who said - YES 5 20.0 20.0 100.0
Total 25 100.0 100.0
Source: Field survey (2023)

How many teachers received the induction induction programmes, although they differed in their
program time frames. Some were quoted as saying:
In connection with the second objective, the study “… We welcome newly employed teachers in a short
had another task: determining how induction meeting where every head of department from bid
programs are managed. To obtain accurate departments such as the academic department, discipline
information concerning the issue, the respondents department, counselling department, environment
were asked whether they had received an induction department and sports and health department are told to
programme or not in their first schools where they orient the new teachers. After the short meeting, he/she
were posted. The results are shown in Table 8. Those was under one department for probation, while others
who did not receive or experience an induction continued mentoring and assisting whenever needed to
programme received it indirectly through other do so ……….”
methods, such as staff meetings, subject panels and This is also affirmed in the public service
teacher development meetings. standing orders (URT, 2009) that state that every
The study also asked the respondents among the employer is responsible for planning and conducting
heads of schools and HODs to indicate whether they teachers’ induction and orientation programmes.
provided induction programs at their schools, how
long these programs lasted and what the major focus Methods used to run the induction program
of the teacher induction programs was. As several The study findings shown in Table 9 indicate that
responded orally, the responses of the heads of the 6 (30%) of the school heads said “yes”, while 14 (70%) of
schools and HOD to whether they provided the the school head respondents said “no”. Similarly, 1
induction programme were quoted and tabulated (20%) of the heads of department respondents
below. answered “yes”, while 4 (40%) answered “no”. Again, 4
The data from Table 8 affirm that approximately (40%) of the ward educational officers answered “yes”,
80% of the respondents among the heads of schools whereas 6 (60%) of the ward educational officers
answered “yes”, meaning that they provided induction replied “yes”. These responses to the questionnaire
programmes, while 20% said “no”, reflecting that they could imply that there has been no similar practice
did not provide induction programmes. that these respondents use to administer induction
This implies that a large number of heads of programmes. The findings indicate that the majority,
schools in Temeke municipality provide induction as per frequency and percentage, said “no”, while the
programmes, while few do not provide, on the other minority said “yes”, which means that the majority
hand, the respondents who are heads of department were not aware of the different methods used to
respondents “yes”, meaning that they all provide induce newly employed teachers.

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Table 9. Responses to the methods used to run induction programs

Response of H/school and H/Dept. on methods used in induction Valid Cumulative
Frequency Percent
program Percent Percent
Heads of schools who said methods are PRESENT 6 17.1 17.1 17.1
Head of schools who said methods are ABSENT 14 40.0 40.0 57.1
Valid Head of departments who said methods are PRESENT 1 2.9 2.9 60.0
Head of departments who said methods are ABSENT 4 11.4 11.4 71.4
Ward Education Officer who said methods are PRESENT 4 11.4 11.4 82.9
Ward Education Officer who said methods are ABSENT 6 17.1 17.1 100.0
Total 35 100.0 100.0
Source: Field survey (2023)

A lack of uniformity implies that there is no education officers, in addition to explaining the
syllabus or guiding documents that could lead the advantages of staff meetings, they also defended that
programme by stipulating the contents, time frame it is an effective method of induction programmes
and methods. and saves time. One respondent stated the following:
Furthermore, this has also been reported in “… we were once called to hold a meeting at a certain
chapter two, where Wong (2018) asserts that private secondary school in Mbagala (Temeke district),
experienced teachers with professional skills, while we were there the district educational officer,
knowledge and practice should use more informal teachers service commissioner (TSC officer) and the
methods than formal induction. In this study, it was district academic educational officer had different topics
revealed that each school had to run its own to communicate to teachers on that day. You see this is
programme due to a lack of documents, lack of the simplest method of induction program and time
uniformity of resources and number of newly saving, so it should be promoted ………..”
employed teachers, as they are posted in the schools The ward educational officer commented that
differently. even when he visits schools to communicate some
The responses of these respondents revealed directions and announcements, he prefers using staff
three methods of induction programs for newly meetings.
employed teachers. One method identified is the According to the respondents’ observations,
orientation programme. regular team meetings are a great way to develop
Kavenuke (2013) contends that it is a series of team alignment, promote communication, encourage
activities that provide new employees with honest employee feedback and motivate team
information to help them adapt to the institution and initiatives. It truly solves problems, promotes
realize their responsibility for orientation programs leadership, provides opportunities for performance
normally aimed at new teachers. According to these and provides training opportunities (Kavenuke, 2013).
respondents, the orientation programme is better, as Moreover, three is another method employed to
it is short and saves time and resources compared to recruit newly employed teachers known as the school-
long seminars. One educational officer in the ward based Teachers Continuous Professional Development
was quoted. (TCPD) initiative. This name is popularly known as
“… we prefer an orientation program because it is “Mafunzo Endelevukwawalimukazini” in short
short and less expensive for newly employed teachers “MEWAKA”. The Swahili acronym “MEWAKA” is
since they need some initial information about the widely used in primary schools, but in secondary
working environment. It also introduces the teacher to schools, it is known as TCPD. It is financed by the
other staff members ……………..” World Bank under the boost primary student learning
However, Ajowi et al. (2011) disagreed with project. The key component is to support
respondents’ views, as he argued that an orientation governments’ school-based teachers’ continuous
program should be implemented within the first three professional development (TCPD).
weeks of the teachers’ arrival at the new school. He Komba (2017) the director general of TIE, affirms
added that the head of the school should act as a the continuous intent to renovate young teachers’
facilitator in the orientation program by introducing competence in teaching by initiating a new
students, teachers, nonteaching staff, the competence that rewards teachers for skills in
environment and rules and regulations. teaching using modern technology, where the ten
Another method is staff meetings. During the best mathematics teachers won and were awarded.
interviews with some heads of schools and ward This competition used mathematics teaching videos

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through a national learning management system. One technology as it has already been started by TIE in
respondent among the ward educational officers mathematics is one way of improving induction
explained the following when the study interviewed programs. The aspect of the TCPD programme is its
her: technology components.
“… we insist that teachers run “MEWAKA” (TCPD) A learning management system (LMS) developed
once every week in schools to strengthen newly employed by the TIE with support from the University of Dar es
teachers’ skills towards the mastering of competence- Salaam College of Information and Communication
based curriculum. I suggest a boost project to extend its Technologies has printed self-learning modules. It is
sponsorship to all levels of education in Tanzania and to available and can be distributed elsewhere in
all subjects in schools.” Tanzania for others to improve induction programs.
Although the respondent showed interest in the However, continuous professional development
project, as it has helped some newly employed (CPD) faces some challenges in its implementation.
teachers, it seems that the project is still new to The first is the poor organization of teacher
secondary education. It started in primary education professional development activities in some regions.
and was displayed in the secondary system, so not all Other challenges include a lack of strategic plans to
secondary schools are familiar with it. implement the activities, difficulty in professional
In summary, the second objective of this study teacher timetabling, an insufficient budget for
was to determine the management of induction teachers and a lack of a harmonized scheme for
programs for newly employed teachers. The study teachers.
findings revealed that most of the newly employed
teachers had a short time orientation and could not Table 10. List of assistance that was provided to the
qualify as an induction program in their respective newly employed teachers
schools. Moreover, the findings reveal that newly Provider of assistance Frequency Percentage (%)
employed teachers received induction programs in
Head of schools 18 45%
kind through other methods, such as staff meetings,
Head of departments 8 20%
subject panel teacher development meetings and rare
shout seminars in the principal headquarters. Ward education officer 4 10%
However, the study findings revealed school-based District education officer 4 10%
teacher continuous professional development (TCPD) Experienced teacher 6 15%
in some schools, also known as MEWAKA in Swahili, Total 40 100%
meaning MafunzoEndelevuyaWalimuKazini.
The respondents in Table 10 above were asked to
Ways to improve the induction program list what group provided very helpful assistance or
In connection with objective number four of this little assistance from the list of types of assistance
study and a part explaining the methods of induction provided. The study findings obtained from the above
programs in this part, the information given has table revealed that 18 (45%) respondents from newly
much to do with improving induction programs for employed teachers said the heads of schools had a
newly employed teachers. During the interviews, the large role in assisting them, 8 (20%) of all newly
respondents were asked to provide more information employed teachers said they were very helpful, 4 (10%)
about special training for newly employed teachers. of all newly employed teachers said ward educational
The responses are explained as follows: officers had little assistance, just the same as district
“When I reported to this school, I first learned that educational officers at the same frequency as 4 (15%),
things are not as simple as I thought teaching is not that and the last group revealed that 6 (15%) of the newly
simple as my science subject becomes tough and most employed teachers provided assistance to that much
students did not like it. I later learned that we had to meet in the table.
in the meeting called the “subject panel”, which is under This implies that most school heads in the
TCPD or MEWAKA. This has induced me to learn how to educational context provide assistance to newly
administer and handle some challenging topics. I am now employed teachers at school. Grant (2016) admitted
confident in handling the subject.” that once a teacher is employed, he/she must be
The quotation from the interviewee above informed about school rules and regulations and
indicates that if there are continuous professional procedures for academic activities such as giving
development meetings such as “MEWAKA”, it is assignments, composing tests, terminal and annual
obvious that there was an improvement in the examinations and subject teaching. This causes
induction programme. Additionally, employing anxiety for the newly employed teacher; the heads of

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 Msuva and Mwila, 2023

schools provide support and assistance in induction teaching, giving assignments and assessing and
programs. The table also revealed that department evaluation processes. The head of school can provide
heads and a group of experienced teachers are also professional support, knowledge, skills and attitudes.
essential in inducing teachers to improve The study also revealed that others, such as
performance. The assistance provided could be department heads and experienced teachers, have
professional support and the development of professional support for newly employed teachers.
knowledge, skills and attitudes. According to Gill Earlier, it was noted that there are challenges
(2010), the induction of a new teacher includes a series facing the implementation of improving teacher
of processes of a beginning teacher as he/she obtains development meetings, including poor organization of
experience so that we can improve the skills teachers, lack of strategic plans to implement
necessary for being successful. activities, difficulty in timetabling teacher
To summarize research objective four of this professional activities, insufficient budget for
study, we aimed to explain methods to improve teachers and lack of a harmonized scheme for
induction programs. The findings of this study teachers.
revealed that continuous professional development
meetings such as TCPD and MEWAKA are important How induction programs increase the quality of
for improving induction programs. It was also teachers
revealed that a learning management system (LMS) In connection with objective three of this
was developed by the TIE with the support of the research, the study also wanted the respondents to
UDSM College of Information and Communication explain how induction programs increase the quality
Technologies. Another method revealed is to equip of instruction of teachers in Temeke Municipal Public
the heads of schools who play large roles to provide Secondary Schools. The respondent responded by
assistance and induction programs to newly explaining how induction programs increase the
employed teachers. In fact, it is the head of the school quality of teaching. In other words, they explained the
who frequently meets newly employed teachers at importance of induction programs to increase quality
work places during academic activities such as teaching. The results are given in Table 11.

Table 11. Respondents on how induction programs increase the quality of instruction of teachers
Valid Cumulative
How induction program increase the quality instruction of teachers Frequency Percent
Percent Percent
Reduce initial anxiety and nervousness 1 5.0 5.0 5.0
Familiarize a new teacher with the environment 2 10.0 10.0 15.0
Facilitate rapid integration and adjustment 3 15.0 15.0 30.0
Valid
Equipping skills, knowledge and curriculum mastery 6 30.0 30.0 60.0
Awareness of culture, ethics and rules and norms 4 20.0 20.0 80.0
Increase effectiveness and commitment 3 15.0 15.0 95.0
Ensure reduction of misbehaviour and misconduct 1 5.0 5.0 100.0
Total 20 100.0 100.0
Source: Field survey (2023)

The study findings shown in Table 11 revealed surrounding environment. Six (30%) of the
that most of the school heads explained how respondents said that the induction program
induction programs can increase the quality of equipped teachers with master’s skills, knowledge and
instruction for teachers in secondary schools to curriculum. Four (20%) of the respondents pointed out
enhance their job performance. The table shows that 1 that induction programs increase awareness of the
(05%) of the respondents among the heads of schools culture, ethics, rules, and norms of the new school in
said that the induction program reduces the initial which a teacher is employed. Three (15%) of the
anxiety and nervousness of newly employed teachers, respondents said that it increased effectiveness and
and 2 (10%) of the respondents commented that the work commitment, and the last group of respondents,
induction program familiarizes newly employed 1 (5%), said that the induction program ensured a
teachers with indigenous or experienced teachers and reduction in the misconduct and misbehavior of an
allows them to become better acquainted workers in induction teacher.
the community. Three (15%) of the respondents said The findings above are supported by Menon
that induction programs facilitate the rapid (2012), who asserts that induction programs are
integration and adjustment of employees in the aimed at providing new teachers with essential

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 J. Educ. Manage. Stud., 13(4): 49-62, 2023

information that is helpful for teaching. Additionally, new employees introduces them to all procedural
the newly employed teaching public secondary details of work and prevents employees from
schools in the area of the study agree that there is an worrying. He further added that it reduces the
induction program, but it is not well organized, possibility of employees leaving the organization.
structured or formed. In the same area, some teachers
were inducted, while others were not, and the heads Strategies to improve induction programs for
of schools that were interviewed said that they had newly employed teachers
some type of informal induction on their unity in The study was intended to examine what
these induction programs. strategies can be employed to improve induction
To increase the quality of teaching, there should programs for newly employed teachers. To obtain
be a well-guided, structured and sufficient induction responses, the study asked the respondents to
program in which each educational officer, supervisor suggest strategies to improve the induction program.
and human resources manager follows Arnold (2011), The findings obtained from the field or from the study
who adds that a well-planned induction program for are presented in Table 12.

Table 12. Responses to the suggested strategies to improve induction programs

Valid Cumulative
Suggested strategies to improve the induction program Frequency Percent
Percent Percent
Set similar content to guide induction program 18 45.0 45.0 45.0
Prepare Train experts with skills and knowledge on IP 4 10.0 10.0 55.0
Valid Set fixed and enough time for IP 5 12.5 12.5 67.5
Allocate funds for facilitating IP 7 17.5 17.5 85.0
Appoint special HRO to fully supervise IP 6 15.0 15.0 100.0
Total 40 100.0 100.0
Source: Field survey (2023)

The study draws the respondent’s suggestion, as codes and conducts and handles the teacher to the head
revealed in Table 12. The study wanted the of department for daily monitoring.”
respondents to suggest strategies that could best be The quotations above indicate that every head of
used to improve induction programs. Eighteen (45%) school has a different way of inducting a newly
of the respondents suggested that the government employed teacher. Thus, there is a need for the
should set similar syllabi or content to guide the government to prepare a syllabus or document that is
whole country induction program. This is because it used by everyone during induction programs.
has been discorded that there is no document that This is supported by Grant (2006), who add that
leads all officers to facilitate the induction program. induction programs lack infirmity and tools to
The study, when interviewing one of the school measure the program and that implementation is
heads, stated the following: done in fragments. Four (10%) of the respondents
“When I receive a teacher from the ministry suggested that the government should prepare and
concerned t first let him or her fill all necessary train experts with good skills and knowledge of
documents, orient him or her on the school environment, induction programs. Studies by Wong (2016) and
introduce him or her to other teachers beginning with his Smith and Ingersoll, (2004) agree that the experience
or her immediate subject department, remind him or her gained over time enhances the knowledge, skills and
on professional code of conduct, rules and regulation and productivity of work and boosts teachers’ self-
then take him or her to the academic office for period confidence more than education experience among
allocation.” teachers, which is a key factor in good performance.
Another head of school who was interviewed by Hence, as the respondent suggested, it is important if
the study had different information on the induction the respondent decides to train special officials with
program. He was quoted as saying: skills and knowledge that are ready to induce newly
“After a teacher has been allocated to my school, I employed teachers. Five (12.5%) of the respondents
first give him/her different documents to fill in and then commented that the government has to set fixed time
call upon a staff meeting to introduce the teacher; then, I and enough time for the induction program. This is
introduce him/her to the student during assembly. Then, because those who have passed through induction
he/she is taken to the academic office for subject therapy complain that there is little time for exercise.
allocation and is given rules, regulations and professional

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 Msuva and Mwila, 2023

According to Wong (2016), Chinese public schools methodologies. The study indicated a lack of
have implemented a three-year induction program for consistency among school administrators in the
new teachers who have started experiencing and process of orienting newly hired teachers. This
improving student achievement, which they view as inconsistency may be attributed to the absence of a
an improvement in teacher performance. Seven (17.5) standardized curriculum or document that is
of the respondents suggested that the government universally adopted by all school administrators. It
prepare funds to facilitate induction programs. The has been determined that it is beneficial for
teachers employed today are the teachers for the next individuals to personally acquaint newly hired
generation. Their success or failure determines the instructors with their own experiences.
success or failure of the entire generation of the The survey also indicated a lack of meetings for
nation. The government can only ensure their success newly employed teachers at the municipal level.
by providing comprehensive, consistent and reliable However, several approaches have been identified and
professional induction programs. The ministry employed as introduction programmes at the school
concerned with teacher training needs to appropriate level. The components encompassed in this category
a budget for this. consist of orientation programme staff meetings and
Again, 6 (15%) of the respondents suggested that instructor topic panels, often referred to as
the government should appoint human resources "MEWAKA" in Kiswahili or Teacher Continuous
officers to fully supervise the induction program. Professional Development (TCPD). One possible
Ajowi et al. (2011) insisted that a head of school who is explanation for this phenomenon is the cost-
inducting a teacher should hand over a teacher to a effectiveness of the approach, as well as its ability to
head of department relevant to his/her department so save time. Additionally, the use of team-based
that she/he is assisted in learning more about school strategies allows for the inclusion of diverse teachers
history, school culture and class management. This with varying expenditures and motives. Moreover,
requires well-trained human resources to minimize this approach fosters the development of leadership
bad conduct, misbehavior and student mishandling. skills and facilitates effective communication among
The results, as per the respondents, affirmed that participants.
they increase the quality of instruction of teachers by Since the performance of students depends on the
equipping newly employed teachers with skills and performance of teachers, the following are
knowledge and masterly of curriculum. They become recommended:
aware of the culture, ethics and rules and work norms a) The government should set the syllabus and
by increasing effectiveness and commitment in the contents for induction programs for newly employed
job by facilitating rapid integration and adjustment by teachers.
becoming familiar with new teachers in the b) There should be a budget provided for
environment and ensuring reduction, misbehavior induction programs wherever there is new teacher
and misconduct. Moreover, this objective study aimed employment.
to suggest strategies to improve the induction c) Experts and human resource officers, such as
program. To improve the induction program, school heads, should be trained and facilitated to run
respondents gave their recommendation, such as induction programs successfully.
maintaining similarity of content, providing enough d) District-level officers, in collaboration with
funds to facilitate training to appoint human resource teachers in TRC centers, have renovated these centers
managers to supervise the program to set fixed and for regular teacher training.
reasonable times to complete the induction program e) The Ministry of Education and TAMISEMI
and training special experts to facilitate the induction reorganize the structure and formalize the induction
program. program such that it becomes compulsory for
every newly employed teacher.
CONCLUSION AND RECOMMENDATIONS

The research findings have demonstrated that DECLARATIONS

regardless of the quality of the induction programme,
it remains essential for the professional growth of Corresponding author
teachers. The programme facilitates the maintenance Correspondence and requests for materials
of teachers' professionalism, enhances the quality of should be addressed to Prospery M. Mwila; E-mail:
teacher assistance, and advances instructional [email protected]; ORCID:
https://orcid.org/0000-0002-0043-7080

60
 J. Educ. Manage. Stud., 13(4): 49-62, 2023

Acknowledgement schools in Windhoek, Namibia (Doctoral dissertation,

We wish to thank all the officials and staff at St University of South Africa). Google Scholar
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Studies, and the educational officials in Temeke teachers’ induction and brain- drain in the teaching
Municipality for permission to carry out this study. profession in Abuja Municipal Area Council. Abuja
Furthermore, we appreciate all the subjects who Journal of Education and Management Sciences
participated in this study. (ABIJEMS), 4 (1): 122-128.
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Dissertation presented to the Faculty of the Graduate
applicable research ethics guidelines. This study
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https://www.researchgate.net.339
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