Perspectives on influence of induction on performance of newly qualified secondary school teachers in games and sports in Kenya: A case study of Awendo Sub County

Induction of Newly Qualified Teachers is a requirement by the Teachers Service Commission. Its intent is to enhance Newly Qualified Teachers 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 had been observed that despite induction, quite a number of Newly Qualified Teachers have continued to perform below par in curricular and co-curricular activities. For instance, from 2012 to 2014, ninety three (39%) of the Newly Qualified Teachers 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 perceptive of stakeholders on influence of induction on Newly Qualified Teachers’ performance in games and sports in public secondary schools in Awendo Sub-county. A conceptual framework showing the relationship between induction and performance of Newly Qualified Teachers was adopted. The study established that induction had a moderate influence on Newly Qualified Teachers performance in games and sports (M =2.47). The study is useful to policy makers and school administrators in providing the way forward on induction of Newly Qualified Teachers.