DISCUSS HOW INDUCTION,

STAFF DEVELOPMENT, AND

PERFORMANCE APPRAISAL
AFFECT TEACHER MOTIVATION.
Prepared By:
MOHD ROZAIRI BIN MOHAMED ZAIN (803430)
MARZAIDIN BIN YAACOB (803427)
 
SEMESTER 1 2009

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Induction (educator)

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 Induction (educator)
• Every company, every nonprofit organization,
every locally run store or restaurant has a
continuous training program. Teachers are no
different.

• Even the best educated of new employees need

on-the-job training. Despite completing college
and medical school, doctors spend years working
as hospital residents before entering private
practice.
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 why new teachers fail?
• Thirty-three percent of new
teachers are hired after the
school year has already
started, and 62 percent are
hired within thirty days of
when they start teaching
(Kardos and Liu, 2003).
• Fifty-six percent of new
teachers report that no extra
assistance is available to them
as new teachers (Kardos and
Liu, 2003).
• While 87 percent of the new
teachers in a particular state
said they had a mentor, only
17 percent said their mentors
ever observed them teach
(Kardos and Liu, 2003).
• Only 1% of beginning teachers
currently receive the ongoing
support that constitutes
comprehensive induction
when they enter the
profession (Alliance for
Excellent Education, 2004a).
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 components that induction programs
provide:
• demonstration classes ; • Collaboration;
where they can see other it has been found that
teachers model good teachers remain with a
teaching, Britton et al. district when they feel
(2003) strong bonds of
connection to a
professional learning
community that has, at its
heart, high-quality
interpersonal
relationships founded on
trust and respect (Wong
& Asquith, 2002).

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effective induction programs have three basic
parts (Wong, 2002a)

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STRATEGIES USED BY EXEMPLARY
INDUCTION PROGRAMS

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Staff development

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The fundamental purpose of staff
developments are:

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activities to contribute to staff
development.

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 How can staff development be put
into effective practice?
• school need to work out ways of helping
individuals to identify accurately their own
needs.
• staff development and school development
will support each other, grow from each other
and together enable the school to move
forward effectively.

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Performance appraisal

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aims of a performance appraisal

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Induction, staff development, and performance
appraisal affect teacher motivation
• A motivated teacher is one who not only feels satisfied
with his or her job, but also is empowered to strive for
excellence and growth in instructional practice.
• The research also shows that many good teachers
leave teaching in the first three years (Frase 1992).
Clearly, education leaders need to find ways to keep
teachers in the profession and keep them motivated.
• staff development, new teacher induction and
performance appraisal are currently creating
opportunities for more effective teacher motivation.

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 New Directions Shaping Teacher Motivation
(Staff Development)
• Analysis proposed that teacher cognitive, verbal
ability and content knowledge are more
important than certification or a master’s degree
(U.S Department of Education, 2002).
• Traditionally, staff development has meant
encouraging teachers to enhance pedagogical
skills and knowledge of subject matter through
advanced academic study at the graduate level;
providing funding for conferences and
workshops; and developing other training
opportunities, including in service programs.

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 New Directions Shaping Teacher
Motivation (induction)
• New teachers face new and difficult
challenges: classroom management and
discipline, adjustment to the physical
demands of teaching, managing instructional
tasks, and sacrificing leisure time. Without
proper support and aid, a new teacher’s
problems can grow worse.

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 New Directions Shaping Teacher Motivation
(Performance Appraisal)

• Place the teacher at the center of the evaluation

activity. Ask the teacher to consider his or her
duties, responsibilities, contributions and
outcomes, and direct the evaluation from that
point. Use the results of a teacher evaluation to
encourage personal professional dossiers,
publicize aggregated results, and support
teacher promotion systems. Peterson (1995)

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 A Final Word

• new directions in participatory school

improvement, comprehensive and meaningful
staff development, and supportive teacher
evaluation hold great promise for improving
teachers’ professional motivation.

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