The influence of induction programmes on the effectiveness of beginner teachers in primary schools in iLembe district

Abstract

This study focuses on the contribution of induction programmes to the teaching potential of beginner teachers at primary schools in the Ilembe District. Based on convenience in terms of accessibility and purposeful sampling, four primary schools were selected with eight novice teachers (two from each selected school) and four members of the school management team (one from each selected school) acting as participants. Using individual interviewing, beginner teachers and members of school management teams narrated their perceptions on the value of induction programmes for beginner teachers in order to improve beginner teachers’ teaching competency. Findings revealed that none of the sampled schools had a formalised induction programme offered to beginner teachers. Beginner teachers felt overwhelmed and challenged with real classroom situations whereas members of the school management teams acknowledged the need for beginner teachers to be capacitated with hands-on knowledge and skills to teach effectively within the specific classroom context.