Effects of Induction Training on Novice English Teachers in Community Schools: A Qualitative Study

Abstract

Effective and sustainable teaching-learning outcomes are significantly dependent on the quality of induction training provided to newly appointed teachers; however, in Nepalese community schools, such training remains largely unstructured, contributing to widespread dissatisfaction and high novice teacher turnover. This study examines the effects of induction training on the job satisfaction and teaching performance of newly appointed English teachers (N=6; 3 males, 3 females) in community schools in Nepal, informed by the objective of understanding the key drivers and barriers to early professional development. Data were collected through an interview checklist to measure satisfaction levels and semi-structured interviews to generate qualitative data, which were analysed thematically following Braun and Clarke’s (2006) framework. The findings reveal low levels of job satisfaction attributed to poor training materials, insufficient resources, inadequate monitoring, and weak collaborative support structures, collectively contributing to early attrition among young teachers. Thematic analysis further indicated that participants experienced a loss of professional confidence resulting from the absence of mentoring support and feelings of professional isolation in their early career stages. These findings underscore the critical need for practice-based induction programmes reinforced by structured mentoring and peer support mechanisms to improve teacher retention and enhance learning outcomes. The study carries significant implications for policy reform, calling for the institutionalisation of systematic induction programmes that strengthen teacher professionalism even under resource-constrained conditions, and provides empirical support for targeted professional development initiatives for English language instructors as part of broader education reform efforts in Nepal.