TEACHER INDUCTION IN CONTEXT: THE CASE OF LANGUAGE EDUCATORS IN OMAN

Support, guidance, and orientation programs for newly hired English language educators - collectively known as teacher induction – have attracted a lot of attention in the field of tertiary education in the Gulf countries, especially due to increased efforts to meet educational goals and counter the growing challenges of an unfavorable shortage of teachers, high rate of teacher attrition and turnover. This study examines a teacher induction program currently existing at the Language Centre of Sultan Qaboos University in Oman, including its organization, structure, and strategies, e.g., administrative support, peer support, extra resources, orientation and mentorship. The way teacher induction is implemented influences familiarization of newly-hired teachers with the work environment and fosters their adjustment to its culture. Data was collected from a study which involved empirical methods: observations and descriptions; a qualitative and quantitative survey with 51respondents and focus groups. The study provided strong support for the impact of comprehensive teacher induction program in the context of Oman on targeting newly-hired teachers' academic, professional, and personal interests and needs during the transition into their teaching jobs. Implications and policy interventions are discussed.