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.