<> "The repository administrator has not yet configured an RDF license."^^ . <> . . "Teachers Induction Practices in Secondary Schools of Ethiopia"^^ . "The main purpose of the study was to investigate the practice of teachers’ induction in\r\nsecondary schools of Ethiopia. The data was collected from Addis Ababa City Administration\r\n(AACA), Amhara Regional Stats (ARS), and Benishangul Gumuz Regional State (BGRS).\r\nThese sites were selected according to the criterion of maximal variation. A total of 76\r\nmentors, 95 Newly Qualified Teachers (NQTs), and 23 education personnel took part in the\r\nstudy using concurrent multilevel sampling design. The methodology is mixed; pragmatism as\r\na philosophical assumption, and convergent parallel design as a strategy.\r\nThe finding indicates that the awareness of a significant number of the research participants\r\ntowards the teachers’ induction program is high. However, there are also individual teachers\r\nand education personnel who are left behind, which may affect the practice of induction and\r\nthe learning of students. Moreover, the outcome of the practice of induction regarding\r\nturnover, increment of the commitment of teacher, improvement of classroom practice, and\r\nachievements of students was found to be limited.\r\nSignificant numbers of NQTs begin teaching without the feeling of adequate preparation.\r\nMoreover, during their early induction period, they go through the feelings of loneliness, lost\r\nand insecurity. Significant portion of them were also left alone to integrate themselves with\r\nthe school system. The support scheme lacks diversity and extrinsic motivation/impetus.\r\nHowever, both mentors and mentees consider mentoring positively, even though this needs to\r\nbe revisited since there is a lack of flexibility in the use of newly emerging mentoring\r\nmodalities. Among other things, a centralized approach of induction, guided by a single\r\nmodule all over the nation, hampered incorporating newly emerging needs of the NQTs. The\r\nsupport system also suffers from disparity among the research sites in which AACA provide\r\nmore support to NQTs than the other regions.\r\nWork load, classroom management and students’ discipline have been identified as the main\r\nchallenges of NQTs. The challenges of induction mainly emanated from the recruitment of\r\nindividuals who lack both interest and competency accompanied by centralised induction\r\nmodality which has been in use for more than a decade without updating. We can abridge\r\nthat the practice of induction in secondary schools of Ethiopia is weak. The recruitment of\r\ncompetent and interested individuals for the teaching profession should be underlined and\r\ncemented by providing adequate support both during pre-service and in-service programs.\r\nThe in-service support system should start with individually tailored induction program."^^ . "2018" . . . . . . . "Ephrem Tekle"^^ . "Yacob"^^ . "Ephrem Tekle Yacob"^^ . . . . . . "Teachers Induction Practices in Secondary Schools of Ethiopia (PDF)"^^ . . . "Final Dissertation.pdf"^^ . . . "Teachers Induction Practices in Secondary Schools of Ethiopia (Other)"^^ . . . . . . "indexcodes.txt"^^ . . "HTML Summary of #25559 \n\nTeachers Induction Practices in Secondary Schools of Ethiopia\n\n" . "text/html" . . . "370 Erziehung, Schul- und Bildungswesen"@de . "370 Education"@en . .