Abstract
Novice teachers in South Africa often enter the profession underprepared for the
practical, emotional, and organisational demands of classroom teaching. This study
investigates how school leadership strategies enhance novice teacher preparedness
in selected public and private schools within the Tshwane North Education District.
Guided by a constructivist theoretical framework and an interpretivist paradigm, the
study employed a qualitative design using semi-structured interviews with nine
participants, comprising novice teachers and members of the School Management
Team. Thematic analysis generated three themes: leadership support strategies,
perceptions of leadership support, and challenges affecting implementation.
Findings revealed that mentorship and peer guidance are central to helping novice
teachers navigate lesson planning, classroom management, and school culture.
Structured induction and orientation programmes contributed to early confidence,
though implementation varied widely across schools. Ongoing professional
development further strengthened pedagogical competence but was often limited by
time and resource constraints. Emotional and interpersonal support from school
leaders emerged as a key factor in promoting confidence, wellbeing, and retention.
Challenges included heavy workloads, inconsistent leadership competence, and
limited systemic support.
The study recommends structured mentoring, strengthened induction processes,
expanded professional development, improved relational leadership practices, and
better resourcing to sustain support systems. These insights contribute to
understanding leadership practices that promote effective novice teacher
development.