Managing the implementation of an induction programme for novice educators in Taledi area project office

Abstract

The purpose of this study is to identify the factors and conditions that will enable the next generation of educators and novice-educators to realize their full potentials to succeed in the important work of educating learners. Both new and experienced educators should remain positive and feel that the opportunities outweigh the day-today challenges of teaching, yet, the teaching profession has a dismal record when it comes to helping novice-educators thrive and render service. The following objectives of the study were to be discussed: • Determining from the literature the nature and scope of school induction for novice educators. • Investigating the experience of principals, heads of department as well as new educators and views on new teacher induction programmes in the Taledi Area Project Office; and • Defining and presenting possible strategies for the implementation of an effective induction programme The "sink" and "swim" mentality that continues to characterize the entry of new educators into the profession is of great concern. The teaching profession expects new educators to take on the same responsibilities and duties as those of educators ready to leave the profession. The reasons behind the educators' dissatisfaction are several, including ineffective induction, insufficient mentoring programme, inappropriate or inadequate working conditions, poor salaries and less caring administrative-leadership support. The researcher adopted two research approaches which are the qualitative and quantitative research paradigms. Purposive sampling was used to select the participants. Data was collected through the usage of questionnaires, field notes, observation and face to face interviews. Data was analyzed using content analysis coupled with Statistical Package for Social Sciences (SPSS.15). A conceptual approach to critical reflection was used in the study. My extensive background as an educator enabled me to critically reflect on my experience and interactions with numerous prospective, new and experienced educators. The study has revealed that the upgrading programme is related to job description and accountability. It is vitally important to bring about a climate of school effectiveness supporting personal development to be in position to effect an efficient educative teaching in schools. From empirical studies it is recommended that: • Development of an advanced, specialized and intensified induction programme be implemented. • Creation of an open channel of communication, emanating from good leadership skills including all concerned stakeholders be promoted. • Provision of annual induction programme for novice educators be condoned. An urgent need for effectively managing the implementation of an induction programme for novice educators predominantly emerged from the study. Policies related at the staff development should be unfolded by the National Department of Education. Induction aimed directly to professional development for managers as educational leaders has been inadequate and could not satisfy the needs of management. The ability needed by educators to perform certain administrative and managerial tasks seems insufficient.