| dc.description.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. | en_US |
