Induction Program, Teachers’ Motivation and Professional Development: A Study of Novice Teachers of District Mardan
Abstract
Teacher’s induction is a growing concern for school organizations due to the increasing demands of classroom instruction and learning outcomes. The purpose of this study was to investigate the influence of induction program on novice teacher’s motivation and professional development.
Research objectives of this research paper were to gauge primary school teachers, level of intrinsic and extrinsic motivation while participating in induction program. This quantitative survey research was conducted to unravel motivational experiences of gender differences of participating in an induction training program. Data was collected and analyzed from a sample of primary school male and female novice teachers in district Mardan. The study was delimited to elementary teachers (male and female) who participated in an induction program organized by provincial institute of teacher’s education. The study's findings provided valuable insights into the strengths and effectiveness of induction program and produced valuable recommendations for improving novice teacher’s interest and motivational enjoyment in induction program and professional development in classroom instruction. This study recommends for school administrators, regional and provincial training institutes to design and execute training programs so that to foster teachers’ pedagogical competencies, classroom management, inclusive classroom and continuous professional development.
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