This study evaluated the implementation of the Induction Program for Beginning Teachers (IPBT) and its effect on the instructional management practices of beginning public school teachers in Region IV-A (CALABARZON). It examined key IPBT components, including self-directed learning, job-embedded learning, mentoring, differentiated supervision, LAC sessions, and INSET, in relation to instructional planning, implementation, and assessment. Results showed that IPBT was fully implemented (M = 4.57), while instructional management practices were always practiced (M = 4.65). Regression analysis revealed that IPBT significantly influenced instructional practices, with INSET, differentiated supervision, and mentoring as strong predictors. Despite challenges such as limited time, diverse learner needs, and resource constraints, teachers applied adaptive and collaborative strategies. Based on the findings, a Transformative IPBT Implementation and Professional Development Model was proposed to strengthen professional support, enhance instructional competence, and promote continuous teacher development, innovation, and improved learner outcomes in public schools.
Regidor et al. (Sat,) studied this question.
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