Yi Yaqin, Allan Peejay Lappay
ABSTRACT
This study examined the extent of implementation of the Teacher Induction Program at Dongguan Polytechnic and its relationship with faculty engagement and satisfaction. A mixed-methods design was employed, involving 130 faculty members with one to five years of teaching experience. Quantitative data were gathered using a researcher-developed questionnaire and analyzed through descriptive statistics, correlation analysis, and analysis of variance, while qualitative data from open-ended responses were examined using thematic analysis. Results showed that the Teacher Induction Program was implemented to a very great extent across all dimensions. Faculty participants demonstrated very high levels of cognitive, affective, and behavioral engagement, as well as very high overall satisfaction. Significant positive relationships were found between the extent of program implementation and participants’ engagement and satisfaction. Qualitative findings revealed challenges related to content relevance, time constraints, mentorship, resource availability, and adaptation to institutional policies. The findings underscore the importance of a well-structured and systematically implemented teacher induction program in supporting beginning teachers’ professional development in vocational education.
Keywords: Teacher Induction Program; Vocational Education; Teacher Professional Development; Faculty Engagement; Mixed-Methods Research.
https://doi.org/10.57180/aetu3141