The management task of the principal with regard to the newly-appointed non-beginner teacher / Mokhele Elias Mokhethi

• Main Author: Mokhethi, Mokhele Elias
• Language: en
• Published: Potchefstroom University for Christian Higher Education 2013
• Online Access: http://hdl.handle.net/10394/8967

It is important that the principal, in his execution of the management task, should take cognisance of the fact that the newly-appointed non-beginner teacher must be offered assistance. As a new member on the staff, he needs guidance regarding the policy and expectations of the school despite the experience he gained in the previous school. The management style of the principal of the school where he is newly employed may differ radically from that of the principal of the previous school. Briefly, in his staff development task, the principal should design a programme for inducting the newly-appointed non-beginner teacher into his school. In Chapter ONE, the newly-appointed non-beginner teacher was defined as a teacher who comes from one school and accepts a post in another school for the first time. This teacher is the one who may have been transferred or resigned from school A and who has accepted a post in the next school. Furthermore, in this Chapter the statement of the problem was identified and the concepts were clarified. The SECOND Chapter highlights the problems that are encountered by the newly-appointed non-beginner teacher. Such problems may be personal problems or problems that are administrative in nature or caused by the senior colleagues and the principal. The problems that are caused by ignorance of the school climate, school culture and school community are also portrayed in this Chapter. A distinction is also made between business management problems and the school management problems. In Chapter THREE the focus of the discussion is based on the induction of the newly-appointed non-beginner teacher to avoid adjustment problems of the teacher. The roles played by the principal, the deputy principal, the H.O.D., mentors and other senior teachers are emphasised. The data supplied by the principals and the newly-appointed non-beginner teachers are empirically analysed and interpreted in Chapter FOUR. Chapter FIVE highlights the recommendations based on the findings derived from the previous Chapters. === Thesis (MEd (Onderwysbestuur))--PU vir CHO, 1997