The Importance Of Induction Programs And The Motivation Of Teachers

Introduction

According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, it is imperative for principals to know the relationship between the induction programs, the motivation of personnel, and the creation of a productive work environment to engender teachers to work productively and feel proud of their positions.

Induction

Moreover, the purpose of induction programs is to provide an effective support for beginning teachers and occasionally more experienced teachers as well (Kutsyuruba & Walker, 2015). Induction programs enable principals to offer support in numerous areas. For instance, sometimes teachers may find themselves not knowing what to do when students do not turn in their assignments or behave improperly. In this case principals may adopt mentor teachers to assist new teachers to achieve their desired goal. Additionally, induction programs have been proven effective in diminishing attrition among first-year teachers because of the support they received (Zeb, Jamal, & Ali, 2015). In brief, induction programs not only equip teachers with what they need for class room successes, but correspondingly keep them motivated as well.

Furthermore, motivation of personnel is another subject that is extremely relevant to

To keep teachers motivated, school administrators should offer applicable induction programs to empower new teachers, especially during their first year of work. Thru the creation of a productive work environment, teachers feel at ease showing what they can do by contributing their opinions and ideas. Consequently, this makes them more interested and motivated about their job. In brief, the connection between motivation of personnel, teacher induction, and creating a productive work environment brings positive benefits to each