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DISCUSS HOW INDUCTION,STAFF DEVELOPMENT, AND

PERFORMANCE APPRAISALAFFECT TEACHER MOTIVATION.

Prepared By:

MOHD ROZAIRI BIN MOHAMED ZAIN (803430)

MARZAIDIN BIN YAACOB (803427)

SEMESTER 1 2009

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Induction (educator)

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Induction (educator)

Every company, every nonprofit organization,every locally run store or restaurant has acontinuous training program. Teachers are no

different.

Even the best educated of new employees needon-the-job training. Despite completing college

and medical school, doctors spend years workingas hospital residents before entering privatepractice.

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why new teachers fail?

Thirty-three percent of newteachers are hired after theschool year has alreadystarted, and 62 percent arehired within thirty days of

when they start teaching(Kardos and Liu, 2003).

Fifty-six percent of newteachers report that no extraassistance is available to them

as new teachers (Kardos andLiu, 2003).

While 87 percent of the newteachers in a particular statesaid they had a mentor, only17 percent said their mentorsever observed them teach

(Kardos and Liu, 2003).

Only 1% of beginning teacherscurrently receive the ongoingsupport that constitutescomprehensive induction

when they enter theprofession (Alliance forExcellent Education, 2004a).

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components that induction programs

provide:

demonstration classes ;where they can see otherteachers model goodteaching, Britton et al.

(2003)

Collaboration;

it has been found thatteachers remain with adistrict when they feel

strong bonds ofconnection to aprofessional learningcommunity that has, at itsheart, high-quality

interpersonalrelationships founded ontrust and respect (Wong& Asquith, 2002).

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effective induction programs have three basic

parts (Wong, 2002a)

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STRATEGIES USED BY EXEMPLARY

INDUCTION PROGRAMS

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Staff development

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The fundamental purpose of staff

developments are:

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activities to contribute to staff

development.

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How can staff development be put

into effective practice?

school need to work out ways of helping

individuals to identify accurately their own

needs.

staff development and school development

will support each other, grow from each other

and together enable the school to move

forward effectively.

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Performance appraisal

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aims of a performance appraisal

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Induction, staff development, and performance

appraisal affect teacher motivation

A motivated teacher is one who not only feels satisfiedwith his or her job, but also is empowered to strive forexcellence and growth in instructional practice.

The research also shows that many good teachers leaveteaching in the first three years (Frase 1992). Clearly,education leaders need to find ways to keep teachersin the profession and keep them motivated.

staff development, new teacher induction andperformance appraisal are currently creatingopportunities for more effective teacher motivation.

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New Directions Shaping Teacher

Motivation (induction)

New teachers face new and difficult

challenges: classroom management and

discipline, adjustment to the physical

demands of teaching, managing instructional

tasks, and sacrificing leisure time. Without

proper support and aid, a new teachers

problems can grow worse.

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New Directions Shaping Teacher Motivation

(Performance Appraisal)

Place the teacher at the center of the evaluation

activity. Ask the teacher to consider his or her

duties, responsibilities, contributions and

outcomes, and direct the evaluation from that

point. Use the results of a teacher evaluation to

encourage personal professional dossiers,publicize aggregated results, and support

teacher promotion systems. Peterson (1995)

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A Final Word

new directions in participatory school

improvement, comprehensive and meaningful

staff development, and supportive teacher

evaluation hold great promise for improving

teachers professional motivation.

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