THE EFFECTS OF ONBOARDING PROGRAM ON NEWLY HIRED TEACHERS’ TEACHING PRACTICES
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| Pubblicato in: | European Journal of Education Studies vol. 12, no. 5 (2025) |
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| Autore principale: | |
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| Accesso online: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3218139566 | ||
| 003 | UK-CbPIL | ||
| 024 | 7 | |a 10.46827/ejes.v12i5.5918 |2 doi | |
| 035 | |a 3218139566 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a Fernando, M | |
| 245 | 1 | |a THE EFFECTS OF ONBOARDING PROGRAM ON NEWLY HIRED TEACHERS’ TEACHING PRACTICES | |
| 260 | |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Using the mixed method approach, this study aimed to investigate the effects of the Onboarding Program of Mariano Marcos State University (MMSU), Philippines, on the teaching practices and preparedness of its newly hired teachers. It also gathered their suggestions and recommendations for program improvement, which served as the basis for developing a training proposal to enhance the university's existing Onboarding Program. Data collection involved surveys and interviews. A survey questionnaire with open-ended questions determined the program's effects on teachers’ teaching practices, specifically on lesson preparation, instructional practices, assessment methods, classroom management, and their preparedness, including their recommendations to enhance the existing program. Moreover, interviews with selected participants substantiated and validated the data gathered through surveys and provided qualitative insights into areas for improvement. Quantitative data from the surveys were analyzed using descriptive statistics, while qualitative responses from open-ended questions and interviews were coded. The study included 47 newly hired teachers from 10 colleges of MMSU who attended the Onboarding Program and the panel of experts who validated the training proposal. Findings indicated that the program significantly improved teachers' lesson planning, instructional practices, assessment methods, and classroom management, enhancing their overall preparedness for teaching. However, despite its effectiveness, participants identified areas needing improvement and provided comments and recommendations. Their recommendations served as a basis for the development of a training proposal, which was found valid for implementation based on the evaluation of the experts.<p>Article visualizations:</p><p><img Hit /></p> | |
| 653 | |a Classroom management | ||
| 653 | |a Teaching | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Classroom Techniques | ||
| 653 | |a Educational Practices | ||
| 653 | |a Program Improvement | ||
| 700 | 1 | |a Jay-ar Cristobal | |
| 700 | 1 | |a Gina Sylvia S. Gaoat | |
| 773 | 0 | |t European Journal of Education Studies |g vol. 12, no. 5 (2025) | |
| 786 | 0 | |d ProQuest |t Supplemental Education Index | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3218139566/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u https://doi.org/10.46827/ejes.v12i5.5918 |