Abstract

This study introduces an onboarding model designed to enhance the instructional readiness of beginning teachers. Employing a development research approach guided by the ADDIE model, the research evaluated the model across five key indicators: objectives, content, topic presentation, activities, and overall usefulness. Participants included HRLD focal persons, school heads, and beginning teachers from the southern districts of Eastern Samar Division. Results indicated high acceptability for the model, with objectives (4.29), content (4.39), and activities (4.19) rated as essential. Topic presentation (4.47) and model usefulness (4.64) were deemed relevant and acceptable. An overall grand mean score of 4.40 signifies strong satisfaction and effectiveness in integrating new teachers. The enhanced onboarding model is recommended for full implementation, with suggestions for the Department of Education to adopt and enhance the program, allocate adequate resources, and conduct a longitudinal study to assess its long-term impact on teacher performance and retention.