Perceived Status in the Implementation of the Induction Program and the Teaching Performance of Beginning Mathematics Teachers in Northern Samar, Philippines

This study examined the perceived status of the implementation of the Induction Program for Beginning Teachers (IPBT) and the teaching performance of beginning mathematics teachers in the Schools Division of Northern Samar, Philippines. A descriptive-correlational research design was employed, involving 95 beginning mathematics teachers who had completed the three-year IPBT. Data were collected using a researcher-developed questionnaire anchored on the Curriculum, Delivery, and Ecosystem components of the programme. Teaching performance was assessed using the respondents’ Results-Based Performance Management System/Performance Management and Evaluation System (RPMS/PMES) ratings during their first three years of service. Quantitative data were analysed using descriptive statistics and Pearson’s correlation coefficient. Results showed that the overall implementation of 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. Meanwhile, the mean teaching performance ratings of beginning mathematics teachers increased from 4.26 in the first year to 4.44 in the second year and 4.51 in the third year of service. However, the overall relationship between perceived IPBT implementation and teaching performance was weak and not statistically significant (r = 0.088, p = 0.420). The findings indicate that although IPBT implementation was generally perceived positively and teachers’ performance ratings showed a descriptive increase across their first three years of service, perceived implementation was not significantly associated with their performance ratings. These results highlight the importance of strengthening school-based support, structured mentoring and coaching, and professional development opportunities while considering other teacher- and school-related factors that may be associated with beginning mathematics teachers’ performance.