The responsibility of the principal in the induction of the beginner teacher in high schools in Bophuthatswana

Abstract

Induction of the beginner teacher entails the initiation of the young teacher into teaching profession. It is through induction that the new teacher is helped to overcome the problems he/she encounters in his/her initial years of teaching. This study was undertaken to determine the responsibility of principals in inducting the beginner teachers in Bophuthatswana high schools. The problem statement and clarification of concepts as well as the goals of this study are identified in chapter one. The second chapter portrays the problems encountered by the beginner teachers and the methods these teachers deploy to solve their problems. This chapter further investigates induction programmes that are used to help beginner teachers overcome their problems. It would appear that these young teachers experience problems because their needs are not met. This chapter also identifies and discusses the needs of the beginner teacher as indicated in the literature consulted. The third chapter discusses the main and additional managerial tasks of the principals in helping the beginner teacher solve his/her organisational and managerial problems encountered in the school environment. The fourth chapter presents the empirical survey of the study. Questionnaires are used as means of collecting data. These questionnaires fall into two clusters, that is, questionnaires to principals and questionnaires to beginner teachers. The interpretation and analysis of the results are undertaken and discussed. The interpretation and analysis of data received from both the principals and the beginner teachers suggested agreement concerning some issues regarding the help principals offer to beginner teachers, but also a certain amount of disagreement with regard to certain factors. Chapter five subsequently concerns itself with the designing of the ideal model of induction for beginner teachers in Bophuthatswana high schools. Due to the inconclusiveness of some of the findings in this study, this model was designed in order to help beginner teachers achieve self-satisfaction and confidence in whatever they do, as well as to address the imbalances between the views of some principals and some beginner teachers. In designing this model some salient features to be considered in model building were taken into consideration. The last chapter suggests recommendations based on the findings of the work covered in the previous chapters.