Text in Afrikaans / Summary in Afrikaans and English / Die Nasionale Biblioteek van Suid-Afrika ervaar 'n behoefte aan 'n metode van menslikehulpbronontwikkeling waarvolgens die vaardighede van werknemers ontwikkel kan word sodat die organisasie kan aanpas by plaaslike en globale veranderinge. Gestruktureerde mentorskap is vervolgens geidentifiseer as 'n geskikte metode om in die bestaande behoefte te voorsien, aangesien mentorskap se loopbaan- en psigo-sosiale funksies die ontwikkeling van die professionele en persoonlike vaardighede van die werknemer moontlik maak. Daarby is mentorskap nie net voordelig vir die betrokkenes nie, maar dit hou ook besliste voordele in vir die organisasie en die sektor waarbinne die organisasie werksaam is. Die suksesvolle toepassing van gestruktureerde mentorskap is egter daaraan onderhewig dat die kontekstuele omgewing waarbinne dit toegepas gaan word, geskik moet wees, en werknemers moet bereid wees om betrokke te raak by so 'n program. 'n Konseptuele raamwerk vir die bestudering van mentorskap soos opgestel deur David Marshall Hunt en Carol Michael is derhalwe aangepas om die verskynsel "mentorskap" deur middel van 'n verkennende literatuuroorsig te bestudeer. Die bevindinge van die literatuuroorsig word ondersteun deur 'n empiriese ondersoek van die geskiktheid van die Nasionale Biblioteek van Suid-Afrika as kontekstuele omgewing vir die toepassing van mentorskap en die bereidwilligheid van die werknemers van hierdie biblioteekorganisasie om betrokke te raak by die mentorskapproses. Die data wat ingesamel is, word ontleed en die gevolgtrekkings wat gemaak word oor bogenoemde twee vereistes vir die suksesvolle toepassing van mentorskap word uiteengesit. Die studie word afgesluit deur aanbevelings wat gemaak word oor aspekte van die toepassing van mentorskap wat verdere navorsing regverdig, maar wat nie binne die bestek van hierdie studie na behore aangespreek kon word nie. / Structured mentoring was identified as a method to develop the professional and personal skills of the employees of the National Library of South Africa in order to adjust to local and global changes. A conceptual framework for the study of mentoring, as developed by Hunt and Michael, was therefore critically adapted in order to investigate fully the phenomenon of "mentoring" by means of an exploratory literature review. The findings of the literature review are supported by an empirical survey to test the suitability of the National Library of South Africa as contextual environment for the application of mentoring, as well as the willingness of its employees to participate in mentoring. This culminated in an analysis and interpretation of the findings and formulation of conclusions regarding the two abovementioned requirements for the successful application of mentoring. The study ends with recommendations for further investigation into aspects of mentoring which could not be covered in this study. / Information Science / M. Inf.

Text in Afrikaans / Summary in Afrikaans and English / Die Nasionale Biblioteek van Suid-Afrika ervaar 'n behoefte aan 'n metode van menslikehulpbronontwikkeling waarvolgens die vaardighede van werknemers ontwikkel kan word sodat die organisasie kan aanpas by plaaslike en globale veranderinge. Gestruktureerde mentorskap is vervolgens geidentifiseer as 'n geskikte metode om in die bestaande behoefte te voorsien, aangesien mentorskap se loopbaan- en psigo-sosiale funksies die ontwikkeling van die professionele en persoonlike vaardighede van die werknemer moontlik maak. Daarby is mentorskap nie net voordelig vir die betrokkenes nie, maar dit hou ook besliste voordele in vir die organisasie en die sektor waarbinne die organisasie werksaam is. Die suksesvolle toepassing van gestruktureerde mentorskap is egter daaraan onderhewig dat die kontekstuele omgewing waarbinne dit toegepas gaan word, geskik moet wees, en werknemers moet bereid wees om betrokke te raak by so 'n program. 'n Konseptuele raamwerk vir die bestudering van mentorskap soos opgestel deur David Marshall Hunt en Carol Michael is derhalwe aangepas om die verskynsel "mentorskap" deur middel van 'n verkennende literatuuroorsig te bestudeer. Die bevindinge van die literatuuroorsig word ondersteun deur 'n empiriese ondersoek van die geskiktheid van die Nasionale Biblioteek van Suid-Afrika as kontekstuele omgewing vir die toepassing van mentorskap en die bereidwilligheid van die werknemers van hierdie biblioteekorganisasie om betrokke te raak by die mentorskapproses. Die data wat ingesamel is, word ontleed en die gevolgtrekkings wat gemaak word oor bogenoemde twee vereistes vir die suksesvolle toepassing van mentorskap word uiteengesit. Die studie word afgesluit deur aanbevelings wat gemaak word oor aspekte van die toepassing van mentorskap wat verdere navorsing regverdig, maar wat nie binne die bestek van hierdie studie na behore aangespreek kon word nie. / Structured mentoring was identified as a method to develop the professional and personal skills of the employees of the National Library of South Africa in order to adjust to local and global changes. A conceptual framework for the study of mentoring, as developed by Hunt and Michael, was therefore critically adapted in order to investigate fully the phenomenon of "mentoring" by means of an exploratory literature review. The findings of the literature review are supported by an empirical survey to test the suitability of the National Library of South Africa as contextual environment for the application of mentoring, as well as the willingness of its employees to participate in mentoring. This culminated in an analysis and interpretation of the findings and formulation of conclusions regarding the two abovementioned requirements for the successful application of mentoring. The study ends with recommendations for further investigation into aspects of mentoring which could not be covered in this study. / Information Science / M. Inf.

Beginner principals need support through a mentoring and coaching program to ensure effective curriculum management and to develop as curriculum leaders. The aim of the study was to determine the need of and the requirements for mentoring and coaching programs to ensure support in effective curriculum management. A comprehensive literature study was done and resulted in the success of mentoring and coaching programs and the focus pointing to effective curriculum management and specifically curriculum leadership in South Africa. The results from the literature study guided the empirical study through combined research. The focus fell on the roles, expectations, problems and support of beginner principals, curriculum management and leadership and the need of and the requirements for mentoring and coaching programs. Empirically it was dicovered that beginner principals are not supported efficiently as curriculum managers and curriculum leaders. Mentoring and coaching will address this need. The requirements of mentoring and coaching programs consist of: (1) Compulsary mentoring and coaching programs for all beginner principals; (2) Experienced principals as mentors; (3) Approved mentors who should receive training; (4) The beginner principal being allowed to choose his/her own mentor; (5) Mentors as curriculum experts / Beginnerprinsipale benodig ondersteuning in die vorm van 'n mentorskap- en afrigtingsprogram om die kurrikulum effektief te bestuur en om as kurrikulumleier te ontwikkel. Die doe! van hierdie studie was om die behoefte aan en die vereistes vir mentorskap- en afrigtingsprogramme te bepaal om beginnerprinsipale in effektiewe kurrikulumbestuur te ondersteun. 'n Uitgebreide literatuurstudie is uitgevoer wat die sukses van mentorskap- en afrigtingsprogramme vir beginnerprinsipale aandui en die fokus op kurrikulumbestuur en meer spesifiek kurrikulumleierskap in Suid-Afrika plaas. Die Iiteratuurstudie het as basis gedien vir die empiriese studie wat uit gekombineerde navorsing bestaan het. In die empiriese studie is daar op rolle, verwagtinge, probleme en ondersteuning van beginnerprinsipale gefokus. Daar is verder aandag gegee aan kurrikulumbestuur en -Ieierskap van beginnerprinsipale en die behoefte aan en vereistes vir mentorskap- en afrigtingsprogramme. Empiries is daar bevind dat beginnerprinsipale nie voldoende in kurrikulumbestuur en die ontwikkeling as kurrikulumleiers ondersteun word me. Mentorskap- en afrigtingsprogramme sal hierdie behoefte aanspreek. Die vereistes vir die mentorskap- en afrigtingsprogramme bestaan uit: (1) Verpligte mentorskap- en afrigtingsprogram vir aile beginnerprinsipale; (2) Die gebruik van ervare prinsipale as mentors; (3) Goedgekeurde mentors wat opleiding ontvang; ( 4) 'n Keuse deur die beginnerprinsipaal ten opsigte van sy/haar mentor; (5) Mentors wat kurrikulumkundiges is. / Educational Studies / M. Ed. (Onderwysbestuur)

Denna uppsats tar sin utgångspunkt i frågeställningar som berör handledarens yrkeskunnande. Benämningen handledare syftar i detta fall på lärare som är VFU-handledare för lärarstudenter eller mentorer för nyutexaminerade lärare. VFU och introduktionsår för nya lärare befinner sig i gränsområdet mellan utbildning och yrkespraktik. Vilka är de kritiska punkterna i handledarrollen? Är det möjligt att följa en modell och vad fungerar i verkligheten? Vilka områden och frågeställningar är relevanta för blivande handledare? Hur kan man utbilda för att kunna hantera dessa områden? Det empiriska material som ingår i denna uppsats har bland annat arbetats fram med hjälp av dialogseminariemetoden. I linje med grundsynen inom forskningsämnet Yrkeskunnande och teknologi har exempel från praktisk yrkesverksamhet, både utifrån författarens egna och blivande handledares upplevelser, fått utgöra stommen i arbetet. Utöver konkreta exempel på dilemman i koppling till handledning beskrivs forskning inom handledningsområdet. Olika perspektiv på kunskap och yrkeskunnande är ytterligare en beståndsdel i arbetet. Avslutningsvis förs ett resonemang kring de kritiska punkterna i handledarrollen och hur man kan betrakta dem i koppling till olika perspektiv på kunskap samt hur denna relation påverkar möjligheten att utbilda yrkeskunniga handledare enligt ”en modell för verkligheten”. / This essay has its basis in issues concerning supervisors’ skills. The term supervisor, in this case, refers to teachers functioning as supervisors during teacher students’ placements or as mentors during the probationary year. What is the crucial point in the role of the supervisor? Is it possible to follow a model and what works in reality? What fields of interest and which questions are relevant for future supervisors? How can you educate these individuals so the will be able to handle such issues? The empirical material that is a part of this essay is a result of the dialogue seminar. According to the basic outlook of the research subject Skill and technology examples from practice is the foundation of this work. Beyond these practical examples of dilemmas in connection to supervision research in the field of supervision is described. Different perspectives of knowledge and skill are other components in this essay. Finally, a discussion about the crucial points in the role of the supervisor is conducted. It is illustrated how different perspectives of knowledge affects the possibility to educate skilled supervisors by using “a model for reality”.

Syftet med den här litteraturstudien är att ta reda på hur lärare upptäcker särskilt begåvade elever i ämnet matematik samt hur de stöttar och stimulerar dessa elever på bästa sätt. Syftet är också att göra lärare och pedagoger uppmärksamma på de särskilt begåvade elevernas uttryckssätt och behov. För att få fram relevant litteratur till vår studie har vi använt oss av metoderna databassökning och manuell sökning. Databaserna som vi har använt är ERIC, UniSearch och Google Scholar. Resultatet visar att elever med särskild begåvning kan uttrycka sig på många olika sätt vilket kan göra dessa elever svåridentifierade. Det finns karaktärsdrag hos de särbegåvade eleverna som är gemensamma för de flesta som till exempel motivation, kunskapstörst, nyfikenhet och god problemlösningsförmåga. Dock finns det även karaktärsdrag som ter sig olika från elev till elev, som till exempel förklaringsmetoder och social kompetens. Resultatet visar även vilka speciella behov särbegåvade elever har, samt didaktiska val som kan vara gynnsamma för de särbegåvade eleverna, exempelvis berikning, acceleration, gruppering och mentorskap.

Beginner principals need support through a mentoring and coaching program to ensure effective curriculum management and to develop as curriculum leaders. The aim of the study was to determine the need of and the requirements for mentoring and coaching programs to ensure support in effective curriculum management. A comprehensive literature study was done and resulted in the success of mentoring and coaching programs and the focus pointing to effective curriculum management and specifically curriculum leadership in South Africa. The results from the literature study guided the empirical study through combined research. The focus fell on the roles, expectations, problems and support of beginner principals, curriculum management and leadership and the need of and the requirements for mentoring and coaching programs. Empirically it was dicovered that beginner principals are not supported efficiently as curriculum managers and curriculum leaders. Mentoring and coaching will address this need. The requirements of mentoring and coaching programs consist of: (1) Compulsary mentoring and coaching programs for all beginner principals; (2) Experienced principals as mentors; (3) Approved mentors who should receive training; (4) The beginner principal being allowed to choose his/her own mentor; (5) Mentors as curriculum experts / Beginnerprinsipale benodig ondersteuning in die vorm van 'n mentorskap- en afrigtingsprogram om die kurrikulum effektief te bestuur en om as kurrikulumleier te ontwikkel. Die doe! van hierdie studie was om die behoefte aan en die vereistes vir mentorskap- en afrigtingsprogramme te bepaal om beginnerprinsipale in effektiewe kurrikulumbestuur te ondersteun. 'n Uitgebreide literatuurstudie is uitgevoer wat die sukses van mentorskap- en afrigtingsprogramme vir beginnerprinsipale aandui en die fokus op kurrikulumbestuur en meer spesifiek kurrikulumleierskap in Suid-Afrika plaas. Die Iiteratuurstudie het as basis gedien vir die empiriese studie wat uit gekombineerde navorsing bestaan het. In die empiriese studie is daar op rolle, verwagtinge, probleme en ondersteuning van beginnerprinsipale gefokus. Daar is verder aandag gegee aan kurrikulumbestuur en -Ieierskap van beginnerprinsipale en die behoefte aan en vereistes vir mentorskap- en afrigtingsprogramme. Empiries is daar bevind dat beginnerprinsipale nie voldoende in kurrikulumbestuur en die ontwikkeling as kurrikulumleiers ondersteun word me. Mentorskap- en afrigtingsprogramme sal hierdie behoefte aanspreek. Die vereistes vir die mentorskap- en afrigtingsprogramme bestaan uit: (1) Verpligte mentorskap- en afrigtingsprogram vir aile beginnerprinsipale; (2) Die gebruik van ervare prinsipale as mentors; (3) Goedgekeurde mentors wat opleiding ontvang; ( 4) 'n Keuse deur die beginnerprinsipaal ten opsigte van sy/haar mentor; (5) Mentors wat kurrikulumkundiges is. / Educational Studies / M. Ed. (Onderwysbestuur)

As in the case of many other local and overseas teacher-training institutions the Postgraduate Certificate of Education programme (PGCE) at the University of Pretoria is a model rich in experience. In this model 60% of the time is devoted to a school-based programme and 40% to the university-based programme. The school-based programme is presented in association with schools. The student teacher is placed in a school for a period of seven weeks and assigned to a teacher who acts as the mentor teacher. The mentor teacher serves as a the link between teaching theory and subject content and also plays a major role in the contextualisation of the classroom learning experiences. The university prescribes various tasks: mentor teacher have to stimulate the inquiry skills and reflective practices of student teachers, manage meta-communication across situation and role, manage learning tasks and create a safe and challenging learning environment to the students. The mentor teacher should therefore not only be a subject specialist in his or her field of specialisation but should also create the opportunity for student teachers to maximise their potential. In this study the focus is on the experience of the teacher taking up the role of a mentor teacher. To fulfil the role of mentor teacher implies that an exchange of identity needs to take place from teacher identity to mentor teacher identity. This prompted the following research question: What is the identity image of a mentor teacher? With subsidiary questions as <ul> <li>What are the identifying characteristics of a mentor? </li> <li>What are the identifiable dynamic processes or stressful situations that have an impact on the identity formation of a mentor?</li></ul> The research could be identified as qualitative in the interpretative paradigm. Data were collected by means of open-ended questionnaires and in-depth interviews with selected mentor teachers and student teachers. The student teachers assigned to the selected mentors were automatically included in the study. The study was repeated for over a period of three terms, each term with two different teachers and student teachers. To analyse the data, Gee’s (2000-2001) four perspectives of identity, namely nature-identity, institution-identity, discourse-identity and affinity-identity, were used as analytical framework. The results disclosed many indicators supportive of mentor-identity but no fixed mentor-identity emerged. However, the characteristics, functions and responsibilities of a successful mentor in this case study were identified. These characteristics, functions and responsibilities defining the identity of a mentor teacher, could support the school in selecting teachers to take up the role of mentor teachers. In an extended school-based teaching practice the quality of the experience, in most cases, depends on the mentor teachers' beliefs and attitude towards the task. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees. / ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Skanska 21 is a student program for university students. The program runs for a year and a half parallel to university studies. It is aimed at those studying a few specific master engineering programs at Lund University, Royal Institute of Technology (KTH), Chalmers University of Technology or Luleå University of Technology. The program consists of a number of program meetings such as company presentations, a boarding school week, rhetoric training and project visits. The aim of the project is to evaluate the Skanska 21 student program. This has been done by conducting a study on how the program is designed, how it is implemented and the results it produces. Finally, some suggestions on how to improve the program have been made. The survey was conducted using interviews and questionnaires to persons within the Skanska 21 management and current and former Skanska 21 students. The theoretical aspects presented in the report focus on the theories of mentoring, experiential learning, employer branding and professional development. The findings show that the formal objectives that have been set for Skanska 21 are met to a large extent. Keywords: Skanska 21, Skanska, student program, trainee, executive recruitment, employer branding, experiential learning, learning, mentoring, professional development.SammanfattningSkanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del. / Skanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del.

Text in Afrikaans / Die studie poog om die doeltreffendheid van beginneronderwysers se aanpassing en ervaring van werksbevrediging in werksomstandighede te hersien. Enige organisasie kan nuwe mense aanstel maar kan nie verwag dat hierdie "aanstelling" hul beste werk lewer en doelwitte bereik voordat die persoon aangepas is in sy werk, omgewing en by sy kollegas nie (Steyn & Van Niekerk 2008:205, Steyn 2004:82, Whitaker 2001:7, Arends & Phurutse 2009:7). Beginneronderwysers moet leiding en ondersteuning ontvang om so gou as moontlik effektief by die skool in te skakel sodat hulle 'n produktiewe bydrae kan lewer ten opsigte van opvoeding en onderrig vir leerders en die onderwys in Suid-Afrika. Met hierdie navorsing wil die navorser dus ondersoek in stel om te bepaal of beginneronderwysers goed genoeg toegerus word om aan te pas en in te skakel by werksomstandighede en of hulle werksbevrediging ervaar. Die navorsingstudie is gedoen deur agt beginneronderwysers in vier laerskole in die Gert Sibande-streek van Mpumalanga te betrek. In hierdie studie maak die navorser gebruik van die kwalitatiewe navorsingsbenadering. Die kwalitatiewe navorsingsmetode is die geskikste metode om die ervarings van beginneronderwysers te beskryf. Individuele onderhoudvoering is dat data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is vir die navorsingsprobleem. Die navorsingstudie het bevind dat die beginneronderwyser begeleiding en ondersteuning benodig tydens inskakeling. Positiewe strategieë sluit in inskakelingsprogramme, handleidings asook ervare toegewysde mentors. Uit die bevindinge van die navorsing is daar ongetwyfel 'n sterk behoefte aan leiding en ondersteuning vir beginneronderwysers om effektief in te skakel by die skool. Beginneronderwysers moet bemagtig word om optimaal te kan ontwikkel, hulself te bevorder en te kan handhaaf in die onderwys in Suid-Afrika. / The study aims to review the effectiveness of novice teachers' adaptation and experience of job satisfaction in working conditions. Any organisation can appoint new people but cannot expect that this "appointment" to do their best work and reach goals before the person has been adapted in his work environment and to his colleagues (Steyn & Van Niekerk 2008: 205, Steyn 2004: 82, Whitaker 2001: 7 Arends & Phurutse 2009: 7). Beginner teachers should receive guidance and support quickly and effectively as soon as possible at school so they have a productive contribution to education and training for students and education in South Africa. This research would therefore examine to determine whether novice teachers are well equipped enough to adapt and to participate in working conditions and whether they experience job satisfaction. The research study was conducted by involving eight novice teachers in four primary schools in the Gert Sibande region of Mpumalanga. In this study, the researcher used a qualitative approach. The qualitative research method is the most appropriate way to describe the experiences of novice teachers. The data collection techniques that were used included individual interviews to determine the nature, extent and possible solutions to the research problem. The research study found that the new teacher needed guidance and support during integration. Positive strategies for guidance include induction programs, manuals and experienced dedicated mentors. From the findings of the research, there is a strong need for guidance and support for beginning teachers to be involved in the school. Beginner teachers should be empowered to develop their potential, to promote themselves and to maintain in education in South Africa. / Educational Leadership and Management / M. Ed. (Education Management)