Perceived Status and Challenges in the Implementation of the Induction Program among Beginning Secondary Mathematics Teachers in the Schools Division of Northern Samar, Philippines
Lilibeth Rafols Corong *
Department of Education, Schools Division of Northern Samar, Pambujan National High School, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study examined the perceived status and challenges in implementing the Induction Program for Beginning Teachers (IPBT) among beginning secondary mathematics teachers in the Schools Division of Northern Samar, Philippines. A descriptive mixed-method survey design was used with 95 beginning secondary mathematics teachers who had completed the IPBT. Data were collected through a researcher-made questionnaire anchored on the curriculum, delivery, and ecosystem components of the programme, together with an open-ended question on implementation challenges. Quantitative data were analysed using frequency, mean, and standard deviation, while qualitative responses were examined through thematic analysis. Results showed that the overall implementation of the IPBT was perceived as Very Highly Implemented, with a mean of 4.23 and a standard deviation of 0.52. Among the three components, the Curriculum Component obtained the highest mean of 4.35 and was interpreted as Very Highly Implemented. The Delivery Component obtained a mean of 4.17, while the Ecosystem Component obtained a mean of 4.05; both were interpreted as Highly Implemented. Despite these favourable ratings, respondents reported challenges related to time and workload pressure, documentation and module burden, instructional and classroom practice concerns, limited mentoring and support, unclear orientation and instructions, technical and resource access issues, and adjustment to beginning teaching. These challenges suggest that formal implementation and beginning teachers' everyday experiences of support were not always fully aligned. The findings indicate that the IPBT was generally perceived positively, but its implementation still requires stronger school-based support, structured mentoring and coaching, clearer procedures, accessible resources, reduced compliance burden, developmental monitoring, wellness support, and mathematics-focused professional development.
Keywords: Beginning secondary mathematics teachers, induction program for beginning teachers, teacher induction, early-career teachers, mathematics education, professional development, mentoring and coaching.