Comparative study shows varied impacts of teacher induction programs for secondary school teachers, highlighting effectiveness.
This comparative descriptive study investigated the design and impact differences between the foregoing and existing teacher induction programs for Secondary School Teachers (SSTs) in Government Secondary Schools of District D.I. Khan, Khyber Pakhtunkhwa (KP). Addressing the gap in comprehensive analysis of their relative effectiveness, structure, and outcomes, the research aimed to analyze both program types, compare their differences, and explore teacher perceptions. Employing a survey design, data were collected from 160 SSTs sampled via stratified random sampling (20 boys' and 12 girls' schools). A validated researcher-developed questionnaire (57 items, Cronbach's alpha = 0.85) was administered physically, achieving an 80% response rate. Descriptive statistics (percentages, means, standard deviations) and T-tests were used to analyze the data and test the hypothesis that no significant difference exists between the programs. The findings provide actionable insights to optimize future induction strategies, enhancing new teacher retention, professional competence, student outcomes, and resource utilization within the specified context.
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Gillani et al. (2025) studied this question.