Inhibiting Factors in the Implementation of Beginner Teacher Induction Programs in Elementary Schools

— This study aims to find out: 1) what inhibiting factors the implementation of Beginner Teacher Induction Program (PIGP) in elementary schools in Depok, 2) what efforts are made by supervisors and principals in dealing with these inhibitions. The research method of this research was descriptive qualitative with embedded case study research strategy. The research was conducted in 12 elementary schools involving twelve principals, two supervisors and one head of the technical implementing unit of education at Depok, Sleman and twelve supervisors. Data sources in this study were: 1) data from interviews with supervisors, heads of education technical implementing units at the district level, l principals, teachers and beginner teachers, 2) observations of the Beginner Teacher Induction Program (PIGP) implementation in schools, 3) documentation of documents about PIGP implementation. Data collection techniques through: 1) in-depth interviews, 2) passive participatory observation and 3) content analysis. To valid the data, this research used triangulation of theories, methods and data. Data analysis is path analysis which consists of three analysis activities, namely data reduction, data presentation and verification or conclusion drawing. The results show that: 1) the inhibiting factors of the Beginner Teacher Induction Program (PIGP) implementation are lack of program socialization, poorly planned implementation, rigid relationship between beginner teachers and mentors, school principals are too busy, the Beginner Teacher Induction Program (PIGP) implementation are not on schedule, mentors are less focused on mentoring , time is limited, beginner teachers are less active, not all core teachers are willing to be mentors and many beginner teachers graduate who are not from education, 2) the efforts made by supervisors, principals or mentors are by sharing between principals, communication with supervisors and mentors, conducting mentoring, beginner teachers open discussions, collaboration with principals with mentors, time replacement that collides with teaching hours.