The induction process of novice teachers in primary schools : experiences of school management teams

Abstract

The need for induction is to prepare newly appointed teachers for the classroom and to adapt to the school’s environment and culture. Schools approach teacher induction differently. The argument of this study is that support systems should be in place to improve the calibre of work produced by novice teachers if they are to carry out their responsibilities as best they can. This qualitative study explored how quintile one to three primary Schools’ Management Teams members experience the implementation of the induction process of novice teachers. This study employed the TPI-Theory of induction. Nine SMT members from three quintiles one to three primary schools were purposively selected. Data were collected through semi-structured interviews and analysed employing thematic analysis technique. The findings reveal that the induction for novice teachers was not effectively implemented by SMTs due to a lack of knowledge and understanding of how induction for novice teachers should be implemented. Furthermore, challenges such as inadequate time for induction activities, work overload, interruptions due to other administrative activities, unscheduled workshops, and meetings, and attending to disciplinary matters concerning learners and staff, contribute towards poor implementation of the induction process of novice teachers. The study recommended that well-coordinated induction programmes for novice teachers should be filtered down to school the level where is needed. Furthermore, District officials should monitor the induction process of novice teachers.