Abstract
M.Ed. (Educational Management)
The period immediately after entering the teaching profession is
of the utmost importance to the newly qualified teacher. These
first impressions experienced have implications for the quality
of his teaching, his professional image and his future job
satisfaction. At the moment the newcomer finds himself in the
unenviable position of being expected to accept full
responsibility in the teaching situation, without having
undergone a formally structured orientation programme. The
sudden change from training to practice can lead to practice
shock, occupational stress and possibly an early resignation.
Educational managers should do everything in their power to
guide newcomers towards fulfilment and self-development by
implementing an efficient orientation programme. Only through
continual and differentiated monitoring of the integration of
the newcomer can he be helped towards feeling secure. This
should result in optimal efficiency in educating every pupil,
which in turn would help towards the beginner's own development.
Furthermore orientation of the newcomer should form an integral
component of his continual professional development. Such a
strategy implies effective education and top-rate teaching.
It appears that little local research has been done on orientating
newcomers to the teaching profession. This contrasts
sharply with research done overseas.
During the initial training period, the dynamic character of the
teaching profession should be secured by identifying problem
areas which occur in classroom management, general organization
and administration or didactic matters.
Prospective teachers should also during their teaching practice
have the opportunity of exploring all the facets of the school
programme.