Mediating Effect of Teaching Induction Program on Work Preparedness and Commitment to the Teaching Profession Among Newly Hired Secondary School Teachers

Abstract

This quantitative study investigated the mediating effect of Induction Program Strategies (IPS) on the relationship between Teaching Work Preparedness (TWP) and Commitment to Teaching Profession (CTP) among the 200 newly hired secondary school teachers in the Division of Davao del Sur, employing a non-experimental research design with descriptive-correlation approach. The results indicate an exceptionally high level of TWP, characterized by robust professional development and instructional practices. Alongside, a profound CTP manifested that implies teachers’ extensive dedication to various educational aspects. Based on the results, as IPSs were well-received, these notably did not serve as a mediating factor on the relationship between TWP and CTP, whereby, it suggests further that other elements may play a more critical role in influencing teacher commitment. Strong positive correlations were identified between TWP and CTP, and TWP and IPS, but only a moderate positive relationship between CTP and IPS, indicating a nuanced interplay among these variables. Consequently, the study advocated for reinforced teacher-preparedness initiatives, targeted support systems to enhance commitment, a re-evaluation of induction programs to align more closely with teachers’ needs, and the promotion of collaborative professional environments. The research underscores the need for additional investigation to uncover the latent factors that significantly impact the professional dedication of educators in the evolving educational landscape.