Benue State University, Makurdi

INDUCTING NOVICE TEACHERS FOR IMPROVED JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ABUJA MUNICIPAL AREA COUNCIL OF THE FEDERAL CAPITAL TERRITORY, ABUJA

E. O. Ihekoronye
Department of Educational Management, University of Abuja, Abuja

J. C. Opara
Department of Educational Management, University of Abuja, Abuja

P. A. Olofu
Department of Educational Management, University of Abuja, Abuja

Abstract

Even though is it usually exciting for a new teacher to start work, it can also be very challenging; as the first few weeks of starting work may be characterized by anxiety and nervousness. Thus, this study focused on inducting novice teachers for improved job performance in public secondary schools in Abuja Municipal Area Council of the Federal Capital Territory, Abuja. Two objectives and two research questions were formulated to guide the study. This study employed descriptive survey research design. The sample of the study constituted 764 public secondary school teachers in Abuja Municipal Area Council. This was drawn through simple random sampling technique. The instrument used for data collection was closed-ended questionnaire. A total of 764 questionnaires were administered to public secondary school teachers within the study area but 759 were validly filled, returned and used for data analysis. The statistical tools used for analyzing the data gathered were mean and simple percentage. Finding indicated that school induction enhances novice teachers’ job performance in public secondary schools. Rsult also showed that novice teachers are given induction but it is inadequate. In line with the result, it was recommended that school principals should put in place a well-designed induction programme for their new entrants in order to facilitate their rapid adjustment and integration, enhance their job performance as well as minimize the rate of attrition.

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