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Original research DEVELOPMENTAL NEEDS OF NOVICE TEACHERS: BASIS FOR INTERVENTION PLAN FOR PUBLIC ELEMENTARY SCHOOLS IN PARACALE DISTRICT IN THE DIVISION OF CAMARINES NORTEPages 215-228
Abstract
This study determined the developmental needs of novice teachers as basis for intervention plan. The study utilized a descriptive-correlational research design. Total enumeration was employed which involved 55 novice teachers in public elementary schools in Paracale District in the Division of Camarines Norte. The findings revealed that novice teachers showed high competency in most areas, especially in self-management, professionalism and ethics, results focus, teamwork, and service orientation, with ratings between 4.16 and 4.65. However, their innovation skills were lower (mean of 3.33), suggesting a need for growth in creativity and innovation. Additionally, novice teachers had varying developmental needs across competencies, with a strong need for growth in innovation. Areas like self-management, result focus, professionalism, teamwork, and service orientation showed moderate needs, indicating room for improvement. Despite high competency, the study highlighted a challenges encountered by the novice teachers such as integrating new technologies and teaching methods, developing effective communication and collaboration skills with colleagues, and professional development is not readily available. The study also found negative correlation between developmental needs in self-management and competency in service orientation. However, a positive correlation existed between developmental needs in professionalism and ethics and competency in result focus These findings underscore the importance intervention plan to enhance the competency and address the developmental needs of novice teachers in public elementary schools in the Paracale District.
Keywords: Developmental Needs, Novice Teachers,
Intervention Plan.
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Juvy D. Bravo, 
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