The Effectiveness of the Teacher Induction Program (TIP) on the Personal and Professional Development of Elementary School Teachers

This study assessed the effectiveness of the Teacher Induction Program (TIP) in enhancing the personal and professional development of elementary school teachers in the Tabaco City Division. It specifically examined TIP’s impact on personal development in terms of professionalism, ethics, and learning management, as well as professional development in teaching and learning, curriculum, and planning. The study also explored differences in perceptions between novice teachers and school heads regarding TIP’s effectiveness, identified influencing factors, and proposed a plan of action to address these factors. A descriptive-survey research design was employed, involving 110 respondents—70 novice teachers and 40 school heads.

Data were analyzed using frequency counts and percentages to determine TIP’s effectiveness across various domains. An F-test was applied to assess significant differences in perceptions between the two respondent groups. Additionally, frequency count and ranking were used to identify factors affecting TIP’s effectiveness. Findings revealed varying levels of effectiveness across personal and professional domains, with notable differences in perception between novice teachers and school heads. The results underscored the need for targeted improvements in TIP implementation, particularly in areas where gaps were identified. Based on these findings, a plan of action was proposed to enhance TIP’s responsiveness to the developmental needs of teachers, ensuring a more cohesive and supportive induction experience.