JOURNAL OF CURRENT DISCOURSE AND RESEARCH (JCDR)

Teacher Induction Programmes in Public Primary Schools in Ekiti State, Nigeria.: Processes, Challenges and Way Forward

Abstract

This paper examines teachers induction programmes in public primary school in Ekiti State Nigeria. Teacher induction programme is a structured set of professional activities designed to support, mentor, and guide new teachers as they transit from pre-service education into full-time classroom practice. Induction programme serve as a bridge between pre-service training and classroom practice, helping new teachers adapt quickly to their professional roles and the school environment. Teacher induction programme significantly influence teacher job performance because when new teachers are properly oriented, mentored, and supervised, they exhibit greater effectiveness in instructional delivery and classroom management. This paper, therefore, seeks to conceptually examine how school induction programmes impacts new teachers performance in public primary schools in Ekiti State. Although teacher induction programmes are recognized globally as essential for professional development, their implementation in Nigerian public primary schools appears inconsistent. In many cases, new teachers receive minimal guidance beyond administrative orientation. This lack of structured support may result in poor classroom performance, low confidence, and high attrition among new teachers. In Ekiti State, observations and reports from educational stakeholders suggest that many teachers struggle with effective lesson planning, classroom control, and learner assessment and any schools do not even have qualified mentors or supervisors who are trained in the principles of induction and professional coaching and senior teachers are often assigned mentoring roles without prior preparation or motivation. As such mentoring becomes informal, inconsistent, and sometimes discouraging to new teachers. Lack of finding and appropriate infrasturctural facilities also hinders effective teacher induction programmes. Impactful and sustainable induction programme is possible when there are standardized and institutionalize induction pathway for new teachers, professionalized mentors, strengthened follow-up and support provided so that every newly posted teacher receives sustained, practical guidance.