Comparative Analysis of the Effectiveness of Pre-Service Trained Teachers and Induction Training Program Trained Teachers: From School Heads’ Perspectives

Abstract

This study aimed to compare the perceptions of pre-service trained teachers with induction programme trained teachers regarding content knowledge, organization of instruction, relation with students, teaching methods, lesson presentation, classroom management, ethical considerations, teachers’ role in learning, teachers’ personality, and school management. The study also compared the overall perceptions regarding the performance of pre-service trained teachers and induction training program trained teachers. The data were collected from 220 school heads through a highly validated and reliable questionnaire consisted of 42 Likert type items. The study found significant differences in the effectiveness of the performance of pre-service trained teachers and induction training program regarding content knowledge, relation with students, and ethical consideration. On other hand no significant differences were found in the effectiveness of the performance of pre-service trained teachers and induction training program regarding organization of instruction, teaching methods, lesson presentation, classroom management, role in learning, teachers’ personality and school management. No significant difference was found in the overall effectiveness of the pre-service trained teachers and induction training program trained teachers. The study recommended that both pre-service trained teachers training programmes and induction training programmes may be enriched through provision of sufficient funds and ensure the effective delivery of these training programmes.