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Perspectives on influence of induction on newly qualified secondary school teachers’ performance in curricular activities in Kenya: A case study of awendo sub-county

Author: 
Sr. Symprose M. Atieno Ogege, Enose M.W. Simatwa and Olive T. Baraza
Subject Area: 
Social Sciences and Humanities
Abstract: 

Induction of Newly Qualified Teachers (NQT) is a requirement by the Teachers Service Commission. Its intent is to enhance NQTs professional competencies. Worldwide studies have revealed that teachers who are inducted adjust very fast and perform their duties as required. In Awendo Sub County, it has been observed that despite induction, quite a number of NQTs have continued to perform below par in curricular and co-curricular activities. For instance, from 2012 to 2014, ninety three (39%) of the NQTs were found to be wanting in schemes of work preparation, 93(39%) in lesson planning, 86(36%) in preparation of teaching aids, 91(38%) in lesson presentation, 98(41%) in games and sports, 88(37%) in music, 88(37%) in athletics, and 104(44%) in drama compared with 62(26%), 56(24%), 78(33%), 82(35%), 95(40%), 86(36%), 76(32%) and 79(33%) respectively in Uriri Sub county while in Rongo Sub county, the cases were as follows: 82(35%), 88(37%), 68(39%), 69(29%), 44(19%), 63(27%), 73(31%) and 54(23%) respectively. The objective of the study was to determine the perception of stakeholders on influence of induction on NQTs’ performance in curricular activities in public secondary schools in Awendo Sub-county. A conceptual framework showing the relationship between induction and performance of NQTs was adopted. The study established that induction had a high influence (M=3.87) on NQTs performance in curricular activities. This study is useful to policy makers and school administrators in providing the way forward on induction of Newly Qualified Teachers.

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