Abstract
This study reports on newly appointed principals’ perceptions of their induction programme. Although research has been conducted on induction programmes, this research explored the perceptions of newly appointed principals. Newly appointed principals are expected to have acquired knowledge from the experience they have from the School Management Team prior to appointment. This research attempted to illustrate the critical need for an induction programme for newly appointed principals. This qualitative study was underpinned by the interpretivist paradigm. The main criteria for the participants were attending the PIP. The other criteria was having at least a tertiary qualification (Diploma or degree in education). The principals were newly appointed from six months to one year in the leadership position. Four principals were interviewed, two females and two males. The participants were primary school principals in formal settlements. Data were analysed by means of thematic analysis.
The findings indicate that the participants perceived the PIP to be effective as it equipped them with knowledge on how to handle day-to-day challenges, the administration of the school, and understanding of policies. Furthermore, the findings show that the participants acquired the following skills: leadership, socialisation, management, and self-awareness skills from the PIP. Some participants perceived the PIP to be ineffective, as it was only one day and did not cover the expected content, and expectations were not met. The findings indicate that the five stages of Legotlo (1994) relate to the process of PIP that the participants attended. Mentors are the most important support structure for newly appointed principals. Mentors are informative and able to impart knowledge. In this study, the mentors helped the participants to be able to lead the school confidently. This study suggests that education districts should visit the newly appointed after completing the PIP as a form of support. This study recommends twinning of the schools as a good way of information sharing. Policies must be clearly defined and explained. The administration should be done thoroughly for newly appointed principals to be able to meet their role expectations. This could limit the uncertainties after the induction. In general, the results indicate that the PIP should be an ongoing programme for the professional development of newly appointed principals.
Key words: newly appointed principals, skills, induction, mentors, experience, support, knowledge