Departmental head’s experiences in mentoring and supporting novice secondary teachers in rural Malelane circuit, Mpumalanga Province

Abstract

The aim of this study was to investigate the experiences of Department Heads (DHs) in supporting and mentoring novice secondary school teachers in rural Malelane circuit, Mpumalanga Province. The main research drawn from the aim of the study was -what are the experiences of the Departmental Heads (DHs) in mentoring and supporting novice secondary teachers in rural Malelane circuit Mpumalanga province? The study took place in one circuit in a rural area of Mpumalanga Province. The study took a qualitative approach and used a case study design. The study was conducted in four schools in the selected circuit. The study used the theoretical framework of the Situational Mentoring Framework by Kajs to guide it. The study participants were eight DHs from the four schools, with two DHs per school. A semi-structured interview was used to gather the data from the participants. The findings of the study show that DHs assume the role of being mentors to novice teachers by virtue of being head of the department and head of the subject under the department. In preparation for mentoring novice teachers, DHs organise all the teaching and learning resources that the novice teacher requires. DHs mentor and support novice teachers by discussing policy documents with novice teachers and assisting novice teachers to plan and present lessons. During the mentorship process, the DHs experience challenges from novice teachers, such as inappropriate dress code, absenteeism, arrogant behaviour of the novice teachers, poor classroom management and inability to talk about frustrations. The DHs address their experience in the mentoring process by meeting with novice teachers and discussing the problems encountered, as well as encouraging novice teachers to adopt positive behaviour. DHs also report to the senior management by providing a report on the progress of the mentorship process and the competency of the novice teachers in classroom management.