Abstract
Mentors play an important role to ensure that the newly hired teachers are well-guided on how to accomplish the TIP. They ensure that the newly hired teacher was able to attend the TIP Orientation. Ask them if they have queries and clarifications. Set an agreement with the newly hired teacher and possibly with other mentors and other newly hired teachers on when to have a TIP catch-up/coaching and mentoring session/LAC. The main objective of the study is to determine the extent of mentor-guided support and inductee’s performance in the conduct of Teacher Induction Program (TIP). The study employed a descriptive-correlational quantitative research design to 40 TIP inductees using a researcher’s made survey questionnaire to determine the extent of mentor-guided support and inductee’s performance in the conduct of Teacher Induction Program (TIP). It was concluded that the mentor-guided support among TIP inductees is relatively very high except for the predictor variable orientation which had been rated lowest by the teachers at the selected schools involved in the study. The inductee’s performance in terms of TIP inductees’ performance final rating was outstanding. There is no significant relationship in the extent of mentor-guided support and inductee’s performance among the Teacher Induction Program. Mentor-guided support may not be strongly link to highest educational attainment. Mentor-guided support may not be closely associated with the length of service and number of conducted LAC sessions.
Citations
IRE Journals:
Kelly James R. Toribio , Ivy A. LantaKa
"Teacher Induction Program (TIP): A Mentor-Guided Support and Inductee’s Performance" Iconic Research And Engineering Journals Volume 7 Issue 12 2024 Page 286-295
IEEE:
Kelly James R. Toribio , Ivy A. LantaKa
"Teacher Induction Program (TIP): A Mentor-Guided Support and Inductee’s Performance" Iconic Research And Engineering Journals, 7(12)
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