Implementation of an induction programme for primary school novice teachers in the Ramotshere Moiloa Sub-district Area

Abstract

The severe escalation of teacher attrition rates in South Africa has never been so high. The schools of South Africa are not effectively implementing induction programmes for their newly appointed teachers. However, the lack of an induction programmes is not only a locally found occurrence but it can be seen internationally. The core of this study was to examine and evaluate an effective implementation of an induction programme within the Ramotshere Moiloa Sub-District schools. This assisted the researcher to acquire the guidelines and criteria of an effective induction programme as well as the qualities and function of the mentor teacher. A semi-structured interview, through means of employing a qualitative research methodology, aided the researcher to obtain data from the novice teachers. The fundamental aspects of the research was to prolong the services of newly appointed teachers as well as equipping them with knowledge in order to lighten the transition from student to teacher for them. This design utilised five novice teachers from Ramotshere Moiloa Sub-District Area Office. These five novice teachers were chosen based on location, qualities and characteristics. In the chosen area office there were limited choices prevailing the selection of the participants. However, the chosen teachers adhered to all of the researcher's requirements. The main findings of the study dwelled around the fact that the majority of the teachers did not receive a proper induction programme, which led to a slower and unforgettable transition. The majority of the schools did not care for the personal - and professional needs of a newly appointed teacher. Lastly, the different qualities and functions of the mentor teacher was discussed in relation to the criteria of an effective induction programme. This led to the conclusion that many schools as well as the teachers do not know what an induction programme entailed. In tum these teachers were unequipped to deal with the proper protocol in the teaching profession. This implies that an induction programmes will equip the novice teachers with the necessary tools in order to assist them with the transition process. This transition process will allow the teachers to shift from being a beginner teacher and developing into an experienced teacher in a smoothly and effective way.