Teacher Induction Program and Instructional Performance of Teachers: Bridging the Gap

The main thrust of the study is to assess the impact of teacher induction program on the instructional performance of beginning teachers, and addressing gaps between initial training and effective classroom practice. This study was conducted from November 2024 to May 2025 to determine the level of developing competencies in the teacher induction program and the level of instructional performance of teachers in the classroom observation tool. Also, determined the significance on the relationship between the teacher induction program and the instructional performance of beginning teachers. It also identifies which course in the teacher induction program significantly influence the instructional performance of beginning teachers. The non-experimental quantitative research design utilizing descriptive correlational approach was employed. Data were obtained thru survey with respondent using self-designed instrument and analyzed by means of the SPSS computer program. Consequently, this utilized purposive sampling method in which all the elementary beginning teachers in Santa Cruz North and Santa Cruz South District who had completed teacher induction program on school year 2023-2024 are the target participants. There were 50 beginning teachers in Santa Cruz North and Santa Cruz South district, who were all taken as respondents. The findings of this study highlight the complex role induction programs play in shaping the early professional experiences of beginning teachers. The data gathered from teachers of six courses across seventeen elementary schools in Santa Cruz North and Santa Cruz South District suggest that induction programs are effective in clarifying professional roles and responsibilities, the expected direct impact on instructional performance of teachers was not evident. This supports the notion that while induction initiatives may bridge the initial gap in professional adjustment, their impact on actual classroom performance remains limited without sustained mentorship, specific pedagogical training, and continuous evaluation. Thus, it is essential to reconsider the design and implementation of induction programs to include components that both familiarize beginning teachers with institutional expectations and promote the cultivation of instructional competence and measurable improvements in student learning outcomes.