Induction Training for Developing Teachers’ Responsibility Acceptance

Abstract

Teacher induction training is a vital aspect of formal education system to equip newly inducted teachers with necessary conceptual and pedagogical capacities to improve academic and professional proficiency of novice teachers as indicator of success of the activity. In professional journey, besides conceptual understating of the content, there are several emotions attached with the people and environment that transform a new graduate into a professional teacher. This study aims to explore the impact of induction training on Teachers Responsibility Acceptance regarding students’ motivation, achievement, using suitable instructional tools and building relationship with students in academic setting. A sample of 200 newly inducted Public Elementary School Educators comprising of 143 female and 57 male educators was selected through multi stage sampling technique. Teacher Responsibilities Scale (TRS) was used to collect data on responsibility acceptance of teachers. The data were analysed by using paired samples t-test, and One-way ANOVA. The result indicated that induction training caused significant improvement in responsibility acceptance in newly inducted teachers and was beneficial of both male and female teachers with varied academic and professional qualification.