Evaluating Teacher Induction Programs Using the CIPP Model in Secondary Education

Abstract

This study aims to evaluate the implementation of the Induction Program for Beginning Teachers (PIGP) in public junior high schools in Muara Enim Regency. The research focuses on examining the effectiveness of the program in supporting the professional development of beginning teachers. A qualitative approach was employed using the Context, Input, Process, and Product (CIPP) evaluation model. Data were collected through in-depth interviews, participant observation, and document analysis involving beginning teachers, principals, mentor teachers, and school supervisors. The data were analysed through data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings reveal that, in terms of context, the program has a clear legal foundation and aligns with the need to improve teacher competencies. However, in the input aspect, limitations were identified in mentor readiness and stakeholders’ understanding of the program. In the process aspect, the implementation of program stages was not fully systematic or structured. In the product aspect, although there was an improvement in beginning teachers’ competencies, the outcomes were uneven and not well documented. Overall, the study highlights that while the program has potential benefits, its implementation requires improvement. Strengthening coordination among stakeholders, enhancing mentor capacity, and developing a structured monitoring and evaluation system are essential to improve the effectiveness of the program.   Keywords: program evaluation; teacher induction program; beginning teachers