Abstract
M.Ed. (Educational Management)
The induction of newly qualified teachers has become a major concern in education policy and reform (Smith & Ingersoll, 2004:49). Comprehensive induction programmes are believed to be crucial for successful transition into teaching practice and for retaining novice teachers within the profession (Beutel et al., 2008). It is against this background that the current case study investigates the induction experiences of newly qualified teachers at a Soweto primary school. In-depth information was obtained through the purposive and convenient selection of participants. The sample of six teachers was recruited from the researched school and included newly qualified teachers, Heads of Department and a Deputy Principal. The study was conducted at the researcher’s own school in which the researcher acted as research instrument.
The research design employed in this study was qualitative in nature, applying an interview approach. Each participant was interviewed individually with the assistance of a semi-structured interview guide. Content analysis was used to interpret the interview data. The results were coded and arranged in accordance with the emerging themes and categories.
The key findings of the study revealed that newly qualified teachers experience challenges as a result of the induction process at the researched school. Participants perceived the induction process to be ineffective as the planning and structure seemed inadequate. Pre-service training also seemed to exacerbate the situation, as it focused predominantly on theoretical aspects. Practical preparation was perceived as insufficient for the actual working environment. The results of the study emphasized the importance of organised, structured and comprehensive induction strategies ...