Abstract:
The need for induction is to prepare newly appointed teachers for
the classroom and to adapt to the school’s environment and culture.
Schools approach teacher induction differently. The argument of
this study is that support systems should be in place to improve
the calibre of work produced by novice teachers if they are to carry
out their responsibilities as best they can. This qualitative study
explored how quintile one to three primary Schools’ Management
Teams members experience the implementation of the induction
process of novice teachers. This study employed the TPI-Theory
of induction. Nine SMT members from three quintiles one to three
primary schools were purposively selected. Data were collected
through semi-structured interviews and analysed employing
thematic analysis technique. The findings reveal that the induction
for novice teachers was not effectively implemented by SMTs due to
a lack of knowledge and understanding of how induction for novice
teachers should be implemented. Furthermore, challenges such as
inadequate time for induction activities, work overload, interruptions
due to other administrative activities, unscheduled workshops,
and meetings, and attending to disciplinary matters concerning
learners and staff, contribute towards poor implementation of the
induction process of novice teachers. The study recommended
that well-coordinated induction programmes for novice teachers
should be filtered down to school the level where is needed.
Furthermore, District officials should monitor the induction process
of novice teachers.
