Perceptions Of Stakeholders On Influence Of Induction On Newly Qualified Secondary School Teachers’ Performance In Curricular And Co-Curricular Activities In Awendo Sub-County, Kenya

ABSTRACT

Induction of Newly Qualified Teachers (NQT) is a requirement by the Teachers Service Commission (TSC). 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 purpose of the study was to determine the perceptions of stakeholders on influence of induction on NQTs’ performance in curricular and co-curricular activities in public secondary schools in Awendo Sub-county. Objectives of the study were to; determine the perceptions of stakeholders on influence of induction on NQTs performance in curricular activities, establish the perceptions of stakeholders on influence of induction on NQTs performance in clubs and societies, and establish the perceptions of stakeholders on influence of induction on NQTs performance in games and sports in public secondary schools in Awendo Sub-county. A conceptual framework showing the relationship between induction and performance of NQTs was adopted. The study also adopted a descriptive survey research design. The study population consisted of 25 principals, 27 deputy principals, 25 senior teachers, 1 sub-county Quality Assurance and Standards Officer, 1 TSC County Director and 60 NQTs posted by TSC. Saturated sampling technique was used to select 20 principals, 18 deputy principals, 15 senior teachers and 50 NQTs. Instruments of data collection used were questionnaires, interview schedules and document analysis guide. Face and content validity of the instruments was determined by experts in Educational administration whose input was included. Pilot study was conducted in 5(20%) which were excluded from the main study. The reliability was tested using test-retest method and a Pearson’s r of 0.87 for NQTs, 0.75 for Principals and 0.87 for Deputy Principals’ questionnaires obtained, therefore reliable. Quantitative data was analyzed using mean, standard deviation and ANOVA while qualitative data was transcribed and organized in themes and sub themes. The study established that induction had a high influence (m=3.87) on NQTs performance in curricular activities and moderate influence on NQTs performance in clubs and societies (m=2.89) and games and sports (m=2.47).The study is useful to policy makers and school administrators in providing the way forward on induction of NQTs.