Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, Namibia

• Main Author: Dishena, Robert Nghinaakundaama
• Other Authors: Mokoena, Sello P.
• Format: Others
• Language: en
• Published: 2015
• Subjects: Induction; Phenomenon; Perceptions; In-service training; Integrate; Policy; Mentor; Novice teacher (beginner teacher); Un-qualified; Professional support; Principal; Head of Department; Protege; 372.1102096881; Teacher orientation > Namibia > Windhoek > Case studies; First year teachers > In-service training > Namibia > Windhoek > Case studies; Elementary school teachers > In-service training > Namibia > Windhoek > Case studies; First year teachers > Namibia > Windhoek > Attitudes > Case studies; Elementary school teachers > Namibia > Windhoek > Attitudes > Case studies
• Online Access: http://hdl.handle.net/10500/18484

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. === Educational Management and Leadership === M. Ed. (Educational Management)