Factors Affecting Implementation of induction Programmes in Kenya’s Public Secondary Schools:A Survey of Secondary Schools in Kamukunji District, Nairobi County

Induction is a vital step in the professional growth and development of a teacher because it acts as a bridge between pre-service training and the actual teaching job. Schools face different challenges and have unique opportunities for which no pre-service teacher training programme, however updated, would be adequate. This study sought to find out the factors affecting implementation of induction programmes in public secondary schools in Kamukunji district in Nairobi County. The point of departure was that induction is an important factor that is essential to the success of every beginner teacher. It helps Newly Appointed Teachers (NATs) to quickly adjust to the academic, social, and sometimes political environment in the new job with the guidance of the more experienced mentors. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. However, most of the novice teachers coming into the teaching profession are receiving little or no assistance. Nevertheless, they are expected to perform the full teaching responsibilities despite their inexperience. They are expected to formulate their own coping strategies and to grapple with the challenges they encounter during their first year of teaching on their own.
This study adopted a descriptive research design to investigate on the problem and stratified random sampling technique to select respondents. The design allowed the researcher to gather information, summarize, present and interpret for the purpose of clarification. Data was collected using self-administered, semi-structured questionnaires. Data collected was analysed using SPSS computer software and presented through percentages, means, standard deviations and frequencies. The information was displayed using tables, graphs and charts and in prose-form. The findings established that financial resources, inductors’ and inductees’ workload, transformational leadership style and induction methods affected implementation induction programmes in public schools to a great extent.