Experiences of New PPPK Teachers During Induction at Public Schools

Abstract

The induction period is a critical phase in the professional transition of new teachers, influencing their adaptation, competency development, and confidence building. This study aims to explore the experiences of new PPPK teachers during their induction at SMP Negeri 1 Kemuning. Employing a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and documentation involving two new teachers and the school principal. Findings reveal that the teachers faced significant challenges in adapting to administrative systems, workplace culture, and classroom management, primarily due to limited prior teaching experience. Informal support from colleagues and school leaders facilitated adaptation, but the Massive Open Online Course (MOOC)-based induction program was less effective due to inadequate socialization and lack of formal mentoring. Nevertheless, the induction program enhanced teachers’ confidence, understanding of their roles as civil servants, and engagement in professional activities. However, inconsistencies in implementation, such as uneven workloads and the absence of formal mentors, highlight the need for policy improvements. This study underscores the urgency of designing systematic, contextual, and sustainable induction programs to support the professional growth of new teachers in public schools.