Teacher induction and it's influence on teacher performance in public secondary schools in wakiso district.

Abstract

This study examined teacher induction and its influence on teacher performance in public secondary schools in Wakiso District, Uganda. Teacher performance was conceptualized across three dimensions: preparedness to teach, interpersonal relations, and learner achievement. Guided by the Theoretical–Practical–Interactional (TPI) model, the study adopted a convergent mixed-methods cross-sectional design, in which quantitative and qualitative data were collected concurrently, analyzed separately, and integrated at interpretation. Quantitative data were obtained from a questionnaire administered to 162 teachers, while qualitative insights were generated from interviews with 8 head teachers and 16 heads of department, focus group discussions with teachers, and document review. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data were analyzed thematically. Findings show that most teachers experienced induction mainly as brief orientation activities focusing on administrative procedures, with limited sustained mentorship and instructional guidance. Despite these limitations, teachers perceived induction as positively influencing their performance. Statistically significant positive relationships were found between perceived induction and teacher preparedness to teach (r = 0.642, p < 0.001), interpersonal relations (r = 0.688, p < 0.001), and learner achievement (r = 0.611, p < 0.001). Qualitative findings complemented these results by revealing that induction enhanced teachers’ confidence, collaboration with colleagues, and use of varied instructional strategies, though its influence on learner achievement was indirect and mediated by school leadership and support structures. The study concludes that teacher induction, as perceived and practiced in public secondary schools in Wakiso District, plays a significant role in shaping teacher performance, particularly preparedness and interpersonal relations. It recommends the development of a structured national induction framework, strengthening school-based mentorship, and closer alignment of induction activities with classroom instructional needs