The Effect of Induction experiences on the teaching performance of begining Secondary School Teachers : the case of Boteti district in Botswana

Abstract

The study examined how the induction experiences of beginner secondary school teachers impact on their teaching performance. A total of 15 participants were purposively selected from the four schools. They were four school heads, three senior teachers' staff development and eight teachers who were last to be employed in the four secondary schools in the Boteti District far north of Botswana. The school heads were selected as they are overseers of the schools. The senior teachers' staff development were selected because their job description entail staff development which includes induction and lastly beginner teachers were chosen as they are the ones who are supposed to be inducted. A qualitative case study research design was used whereby data was collected through face-to-face semi structured interviews and open-ended questionnaires. It was fow1d that the maj01ity of beginner teachers who undergo induction training do not perform satisfactorily with regard to delivering to learners; do not fit well in their duties and some even leave the teaching profession at an early stage. The findings indicated that Newly Qualified Teachers are not given enough professional guidance and support. It is recommended that p1incipals as key personnel for induction of Newly Qualified Teachers should welcome Newly Qualified Teachers and assure them of the support and guidance during their initial year of teaching and throughout. Induction programmes should be given more priority and the seriousness they deserve since the first year of teaching is tl1e most important determiner in the teaching career of an individual.