Abstract
This study investigated the demographic profile and the effectiveness of the Teacher Induction Program (TIP) on the personal and professional development of beginning public school teachers in CALABARZON. Most respondents were female (55.75%), aged 25-34, married, holding a Teacher I position, and pursuing Master’s Units. TIP was highly effective in helping teachers appreciate their career paths, embrace their professional responsibilities, and leverage community resources to enhance learning. The program significantly impacted teachers’ personal development, improving patience, engagement, and dedication to teaching. It also positively affected their professional development, particularly in classroom management, teaching practices, and career advancement. Significant differences were noted in the program’s effects when respondents were grouped according to demographic factors such as age, sex, and civil status, but not educational attainment. The study recommended pursuing graduate schooling, implementing differentiated learning plans, and strengthening Continuing Professional Development (CPD) for career mobility. An implementation manual was crafted to further support teachers' growth. The study suggests that future research may explore TIP’s effectiveness across different regions to create localized programs tailored to the diverse needs of beginning teachers.
