Novice teachers' experiences of induction in selected schools in Oshana region, Namibia

Abstract

The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs.