This study examined the relationship between Teacher Induction Programs and teaching competence among elementary school teachers. Specifically, it assessed the extent of Teacher Induction Programs in terms of mentoring, coaching, and supporting peer, and determined the level of teaching competence based on IPCRF ratings. A descriptive correlational research design with documentary analysis was employed. Data were collected from 100 purposively selected teachers using an adapted questionnaire in the Division of Cagayan de Oro City during the School Year 2024-2025. Statistical tools such as Mean, Standard Deviation, Frequency, Percentage, and Pearson Product Moment Correlation were utilized. Findings revealed that Teacher Induction Programs are Very Effective across all components, with supporting obtaining the highest rating. Teaching competence is High, with the majority of teachers rated Outstanding. However, correlation analysis indicated no significant relationship between Teacher Induction Programs and teaching competence. The results suggest that while Teacher Induction Programs provide strong professional support, teaching competence may be influenced by other factors beyond induction. Thus, schools may still sustain Teacher Induction Programs while integrating them with targeted and continuous professional development initiatives to further enhance teaching competence.
Publication Date: 2026-05-27