Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1

Year 2016, Volume: 16 Issue: 66, 335 - 354, 15.12.2016

Robert Dıshena Sello Mokoena

Abstract

Problem Statement: Many schools use induction programmes with the
aim of contributing to novice teachers’ well-being and professional
development. However, the content of induction programmes varies across schools
and countries. Given that existing studies do not conclusively establish the
programme components with the greatest potential to affect the quality and
retention of novice teachers, more research is needed to explore the aspects of
induction programmes that are most productive.

Purpose of the Study: This exploratory qualitative multi-case study
aimed to gain more insight into how novice teachers in Namibia perceive and
experience their induction support. The specific research question that guided
this study was: What is the current state of practice in Namibia to support
novice teachers with induction programmes?

Method: In order to answer the guiding research
question, the inquiry followed a qualitative approach. The small sample of
eight novice teachers who had finished the induction period and had taught for
one to two years was purposefully selected from two primary schools to
participate in the study. The schools were selected on the basis of the
following criteria: (1) proximity to the researcher, since the researcher is a
resident of Namibia; (2) the number of sites manageable in terms of time,
distance and cost; (3) availability of more than one novice teacher who
graduated recently, making the sites relevant to the study; and (4) location of
schools in different circuits to aim for different insights and experiences.
Data collected through the focus group sessions were transcribed verbatim. An
analysis followed an on-going and iterative non-linear process that identified
common themes.

Findings: After analysis and interpretation of the
literature and empirical findings, it was discovered that many schools in
Namibia seem to use a form of induction programmes for novice teachers.
However, based on the current study, it became apparent that some schools in
Namibia use induction programmes with low-intensity activities, while others
use induction programmes with high-intensity activities. Based on the
interviews with the participants, the following themes in which induction
programme activities differed were identified: the intensity/duration of the
induction programme; resources offered in relation to induction programmes; the
format/structure of support being used in the induction programme; the content
of the induction programme; and lastly, the mentoring. Consequently, practical
implications and recommendations to improve on these variations were offered.

Conclusions
and Recommendations: In order to achieve its intended objectives,
induction programmes have to be well organized and facilitated in schools. The
study provides the following recommendations to establish this organization: there
must be sufficient resources and mentors for all new teachers; mentors should
be afforded opportunities to be capacitated so that they can offer professional
guidance to novices; mentors and novice teachers should be afforded
considerable time to spend on induction programme activities; timetables of
mentors and novice teachers have to match with those of induction programmes; a
physical space/office should be made available for meetings between mentors and
novice teachers; and novice teachers should be allocated a reasonable teaching
workload as compared to veteran teachers. Schools should use induction
programmes with high-intensity activities in order to increase teacher
effectiveness and retention.

Keywords

Novice teachers, experiences, low intensity induction programmes, high intensity induction programmes, Namibia.

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