Inskakeling, leiding en ondersteuning van die beginneronderwyser via 'n effektiewe mentorstelsel in Mpumalanga skole

Abstract

Die studie poog om die doeltreffendheid van beginneronderwysers se aanpassing en ervaring van werksbevrediging in werksomstandighede te hersien. Enige organisasie kan nuwe mense aanstel maar kan nie verwag dat hierdie "aanstelling" hul beste werk lewer en doelwitte bereik voordat die persoon aangepas is in sy werk, omgewing en by sy kollegas nie (Steyn & Van Niekerk 2008:205, Steyn 2004:82, Whitaker 2001:7, Arends & Phurutse 2009:7). Beginneronderwysers moet leiding en ondersteuning ontvang om so gou as moontlik effektief by die skool in te skakel sodat hulle 'n produktiewe bydrae kan lewer ten opsigte van opvoeding en onderrig vir leerders en die onderwys in Suid-Afrika. Met hierdie navorsing wil die navorser dus ondersoek in stel om te bepaal of beginneronderwysers goed genoeg toegerus word om aan te pas en in te skakel by werksomstandighede en of hulle werksbevrediging ervaar. Die navorsingstudie is gedoen deur agt beginneronderwysers in vier laerskole in die Gert Sibande-streek van Mpumalanga te betrek. In hierdie studie maak die navorser gebruik van die kwalitatiewe navorsingsbenadering. Die kwalitatiewe navorsingsmetode is die geskikste metode om die ervarings van beginneronderwysers te beskryf. Individuele onderhoudvoering is dat data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is vir die navorsingsprobleem. Die navorsingstudie het bevind dat die beginneronderwyser begeleiding en ondersteuning benodig tydens inskakeling. Positiewe strategieë sluit in inskakelingsprogramme, handleidings asook ervare toegewysde mentors. Uit die bevindinge van die navorsing is daar ongetwyfel 'n sterk behoefte aan leiding en ondersteuning vir beginneronderwysers om effektief in te skakel by die skool. Beginneronderwysers moet bemagtig word om optimaal te kan ontwikkel, hulself te bevorder en te kan handhaaf in die onderwys in Suid-Afrika.

The study aims to review the effectiveness of novice teachers' adaptation and experience of job satisfaction in working conditions. Any organisation can appoint new people but cannot expect that this "appointment" to do their best work and reach goals before the person has been adapted in his work environment and to his colleagues (Steyn & Van Niekerk 2008: 205, Steyn 2004: 82, Whitaker 2001: 7 Arends & Phurutse 2009: 7). Beginner teachers should receive guidance and support quickly and effectively as soon as possible at school so they have a productive contribution to education and training for students and education in South Africa. This research would therefore examine to determine whether novice teachers are well equipped enough to adapt and to participate in working conditions and whether they experience job satisfaction. The research study was conducted by involving eight novice teachers in four primary schools in the Gert Sibande region of Mpumalanga. In this study, the researcher used a qualitative approach. The qualitative research method is the most appropriate way to describe the experiences of novice teachers. The data collection techniques that were used included individual interviews to determine the nature, extent and possible solutions to the research problem. The research study found that the new teacher needed guidance and support during integration. Positive strategies for guidance include induction programs, manuals and experienced dedicated mentors. From the findings of the research, there is a strong need for guidance and support for beginning teachers to be involved in the school. Beginner teachers should be empowered to develop their potential, to promote themselves and to maintain in education in South Africa.