Experience and Challenges in the Induction Program for Beginning Teachers (IPBT) as Predictors of Longitudinal Performance: Basis for Action Plan

Abstract

This study determined the beginning teachers’ experiences in the Induction Program for Beginning Teachers (IPBT) and their longitudinal performance as measured by the Individual Performance Commitment and Review Form (IPCRF), as well as the challenges encountered and their influence on performance in Congressional District 1, Bohol for School Year 2025–2026. A correlational research design was used with a structured survey questionnaire. Weighted mean, standard deviation, mean, Pearson Product-Moment Correlation Coefficient, and linear regression analysis were employed to analyze the data. The findings revealed that beginning teachers demonstrated a very high level of experience in the IPBT (M = 3.74, SD = 0.44), particularly in professionalism, personal welfare, and accountability. However, they also reported a high level of challenges (M = 2.62, SD = 0.96), primarily due to a lack of resources, data gaps, and limited access to qualified mentors. While 86% of respondents achieved a very satisfactory performance level, statistical analysis showed no significant relationship between IPBT experience and performance (r = -0.09, p = 0.396). Furthermore, regression analysis confirmed that challenges encountered do not significantly intervene in this relationship (R² = 0.00865).It is concluded that while beginning teachers are highly engaged in the IPBT and perform satisfactorily, their experiences and challenges do not significantly affect performance outcomes. Other contextual factors may play a greater role. It is recommended that schools strengthen mentoring, improve resources, enhance coordination systems, and conduct further studies on other determinants of teacher performance.