INDUCTION PROGRAM, PERFORMANCE, AND MORALE OF TEACHERS IN SELECTED SCHOOLS IN DEPED, CAVITE CITY

A Thesis Presented to the Faculty of the Graduate Program College of Industrial Education Technological University of the Philippines

In Partial Fulfillment of the Requirements for the Degree Master of Arts in Industrial Education Major in Administration and Supervision

by JESTER C. NICODEMUS March 2011

Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction “The DepEd shall pursue to institutionalize the Teacher Induction Program in the division and school levels of DepEd…

- MTPDP, 2004-2010

The Department of Education is known as the biggest bureaucracy in the country. As a beginning professional teacher, it is advantageous to know the legal bases of education and the programs and projects of the department. It must also be clarified about the rights, responsibilities, and accountabilities as a teacher. It is important that the beginning teacher must internalize their roles, rights, obligations, and accountability that must be performed as a professional teacher. Being a part of the organization, the beginning teacher must also be aware of the programs and projects of the department through the years to achieve the goal of improving the quality of basic education. The culture inherent in the system and structure of the department also helps in giving the right perspective and insight of the organization. But historically, the teaching occupation has not had the kind of structured induction and orientation programs common to other occupations and characteristics of many of the traditional professions. Ironically, although elementary and secondary teaching involves intensive interaction with children

14

and teen-agers, it is largely done in isolation from colleagues (e.g, Sizer, 1992; Johnson, 1990; Ingersoll, 2003). This is especially