Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. / Educational Leadership and Management / M. Ed. (Education Management)

Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. / Educational Leadership and Management / M. Ed. (Education Management)