Abstract
M.Ed.
This dissertation endeavours to gain an overview of the way
in which the beginner-teacher experiences his entry into the
teaching profession. The presumption underlying the investigation
is that beginner-teachers are often disillusioned
and experience what is termed as reality shock when they first
find themselves in the actual teaching situation. In the
light of the problem sketched above the aim of the study was,
firstly, to identify the factors leading to such disillusionment,
and, secondly, to determine whether teachers of differed:
categories Based on personal data) experience these factors
differently. Very little research on the beginner and his initiation into
the teaching profession has been done in South Africa. Consequently
a thorough study of overseas literary sources had
to be made initially, in order to identify the factors refer
to above. With these factors serving as a frame of reference
a questionnaire was devised through which the opinion of beginner-
teachers on the Witwatersrand could be investigated.
A factor analysis was made of the data retrieved through the
questionnaire, after which the chi-square test was used to
determine possible relations between teachers of different
categories and their views on the various factors.
The following are some of the most significant findings:
The training programs of the various universities possible
vary since teachers who qualified at different universities
reacted differently in respect of the various aspect
Some groups of beginner-teachers were of the opinion that
they had not been adequately prepared for the actual
teaching situation.
The practical component of teacher training should receive
more attention; in equal proportion to the theoretical
component. Those teachers in particular, whose professional training
extended over four years, tend to be more critically
disposed towards teaching practice. It appears generally
as if teaching practice, as it figures at present, does
not facilitate the transition from training to actual
practice. Teachers often experience their initial dealings with the
department of education as unsatisfactory.
Beginner-teachers do not find sufficient time to prepare
adequately, particularly at the beginning of the year.
Beginner-teachers experience a considerable measure of
autonomy in the classroom situation.
Teachers, and especially women rather than men, find the
lack of motivation in pupils problematic~ more so than
any reluctance on the part of the pupils to accept the
authority of a young teacher.
Beginner-teachers, particularly those who teach standard
10 pupils, find that there isn't sufficient opportunity
or time to consult with more experienced colleagues. They
hardly ever, moreover, regard the inspector as a person
to turn to for advice or support. The principal is, on the whole, given considerable credit
for his role as manager, adviser and evaluator. Women.
however, have a more critical attitude to the principal,
than men. Beginner-teachers resent the attitude of parents and find
opportunities for meeting with them unsatisfactory.