The study examined how the induction experiences of beginner secondary school teachers
impact on their teaching performance. A total of 15 participants were purposively selected
from the four schools. They were four school heads, three senior teachers' staff development
and eight teachers who were last to be employed in the four secondary schools in the Boteti
District far north of Botswana. The school heads were selected as they are overseers of the
schools. The senior teachers' staff development were selected because their job description
entail staff development which includes induction and lastly beginner teachers were chosen
as they are the ones who are supposed to be inducted. A qualitative case study research
design was used whereby data was collected through face-to-face semi structured interviews
and open-ended questionnaires.
It was fow1d that the maj01ity of beginner teachers who undergo induction training do not
perform satisfactorily with regard to delivering to learners; do not fit well in their duties and
some even leave the teaching profession at an early stage. The findings indicated that Newly
Qualified Teachers are not given enough professional guidance and support. It is
recommended that p1incipals as key personnel for induction of Newly Qualified Teachers
should welcome Newly Qualified Teachers and assure them of the support and guidance
during their initial year of teaching and throughout.
Induction programmes should be given more priority and the seriousness they deserve since
the first year of teaching is tl1e most important determiner in the teaching career of an
individual. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/14695 |
| Date | January 2013 |
| Creators | Pule, G D |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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