ABSTRACT
The purpose of the study was to examine the challenges militating against the induction of newly appointed teachers in the Suame Circuit. The specific objectives of the study were to examine the nature of induction programme organized for newly appointed teachers at the Suame Circuit, determine the effects of induction programme on the teaching and learning of newly appointed teachers in the Suame Circuit and to examine the challenges associated with the induction of newly appointed teachers in the Suame Circuit. Descriptive survey design using quantitative approach was adopted for the study. The target population for the study consisted of all teachers and head teachers in the 8 public basic schools in the Suame circuit. Census sampling technique was used to select all the 162 teachers and head teachers in the Suame Circuit to participate in the study. Findings of the study revealed that newly appointed teachers were inducted on the code of conduct for teachers, on preparation of lesson notes, on the condition of service, on conflict resolution, on the integration of the new teachers into the school system and on the responsibilities of the teacher. The study finally revealed that inadequate time to organize induction programme for newly appointed teachers, poor communication between school leadership and district officers concerning induction, inadequate funds for conducting the induction programme, were some of the challenges associated with the induction of newly appointed teachers in the Suame Circuit. The study therefore recommends that Ghana Education Service (GES) through the various Metro and Districts Education Office should provide induction policy blueprint to enable all educational institutions to conduct a standardized induction programme for newly appointed teachers.
