An induction programme for newly–appointed school principals in Bophuthatswana
Abstract
The purpose of this study was to determine the problems of beginning
principals, and the essential skills they need in order to survive during the
entry years, to examine current induction programmes for new principals
and to determine empirically the problems and critical skills for new
principals with the ultimate aim of developing an induction programme for
new school principals in Bophuthatswana.
Little has been documented about the induction needs of beginning
principals in developing countries like Bophuthatswana. Similarly, little
attention is paid to supporting new principals during the entry years.
The subjects of the study were the new principals appointed to
principalships for the first time during the period 1990-July 1993, and a
stratified random sample of 250 veteran principals. Results from 394
respondents were analysed. The study revealed that new principals in
developing countries like Bophuthatswana are more concerned about
systems problems like inadequate physical facilities, shortage of trained
teachers, pupils who cannot afford to buy books and pay fees. The study
also revealed that new principals need self-awareness, technical and social
skills in order to perform their roles effectively.
On the basis of the problems and skills identified from the literature and
the empirical study, an induction programme for new principals in
Bophuthatswana was developed. The study recommends that a well-structured
induction programme should be employed to help the new
principals to learn the ropes. A mentoring system is seen as one of the
best strategies to help the new principal to jump the first hurdles.
Collections
- Education [1683]