The Effect of Induction experiences on the teaching performance of beggining Secondary School Teachers : The case of Boteti district in Botswana

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THE EFFECT OF INDUCTION EXPERIENCES ON THE TEACHING PERFORMANCE OF BEGINNING SECONDARY SCHOOL TEACHERS: THE CASE OF BOTETI

DISTRICT IN BOTSWANA G.DPULE 21270899

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060045570R North-West University Mafikeng Campus Library

DISSERTATION SUBMITIED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF EDUCATION IN EDUCATIONAL MANAGEMENT

AT THE MAFEKING CAMPUS OF THE NORTH-WEST UNIVERSITY

PROF. C. ZULU NOVEMBER 2013 Call Nr

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DECLARATION

I hereby declare that: THE EFFECT OF INDUCTION EXPERIENCES ON THE TEACHING PERFORMANCE OF BEGINNING SECONDARY SCHOOL TEACHERS is

my work and all the sources that I have used or quoted have been indicated and acknowledged by means of complete references.

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DEDICATION

Tllis work is dedicated to my heavenly father, who gave me the wisdom, grace and strength to endure and manage to complete it. He also gave me life in abundance. I can do all things through him who strengthens me. It is not by might nor by my power but by my spitit! Says

the Lord.

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ACKNOWLEDGEMENT

1 am very much indebted to the following people who contributed tn countless ways in

making this study possible:

My particular and special thanks go to Professor C. Zulu for her enthusiasm, devotion and

dedication in critically evaluating my work, her guidance, help and inspiration which encouraged me from the beginning to the completion of this study.

I would like to appreciate North West University Management who gave me the opportunity

to study my Bachelor degree and Masters degree in their institution, over and above all for

paying my tuition fees. Had it not been for them I would have not gone this far with my

studies. They really helped to put bread on my table as I managed to get a perfect job ever.

My friend Ntswaki and Agnes for opening their homes for me throughout my visits m Mafeking.

Mr Gabotshwane who gave me ideas and suggestions on bow to go about conducting research of this nature in pursuit of the induction topic.

All the participants who shared their experiences, gave meaningful and valid information, who sacrificed their time and adjusted their schedules so that this study came in to being.

The Ministty of Education and the Chief Education Officer for granting me permission to do research in the schools. The personnel in Secondary Schools in the Boteti Region, mostly the

school heads who warmly welcomed me in their schools.

Above all, I would like to thank my Heavenly Father who gave me the grace, wisdom and the

strength to complete tllis dissetiation~ I can do all things through him who strengthens me and with him all things are possible.

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ABSTRACT

The study examined how the induction experiences of beginner secondary school teachers impact on their teaching performance. A total of 15 participants were purposively selected from the four schools. They were four school beads, three senior teachers' staff development and eight teachers who were last to be employed in the four secondary schools in the Boteti District far north of Botswana. The school heads were selected as they are overseers of the schools. The senior teachers' staff development were selected because their job description entail staff development which includes induction and lastly beginner teachers were chosen as they are the ones who are supposed to be inducted. A qualitative case study research design was used whereby data was collected through face-to-face semi structured interviews and open-ended questionnaires.

It was fow1d that the maj01ity of beginner teachers who undergo induction training do not perform satisfactorily w1th regard to delivering to learners; do not fit well in their duties and some even leave the teaching profession at an early stage. The findings indicated that Newly Qualified Teachers are not given enough professional guidance and support. It is recommended that p1incipals as key personnel for induction of Newly Qualified Teachers should welcome Newly Qualified Teachers and assure them of the support and guidance dming their initial year ofteaching and throughout.

Induction programmes should be given more ptiority and the seriousness they deserve since the first year of teaching is tl1e most important determiner in the teaching career of an individual.

KEYWORDS

Teaching performance, Senior Teacher Staff Development, Begilming Teacher, Ment01ing,

Induction.

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