Mentoring novice natural science teachers : a case study in the Gauteng Province

Abstract

The study was undertaken because of the need to understand the impact of mentoring novice Science teachers within the Gauteng Province. The study was conducted within the Gauteng Province, because there have been many debates and concerns on the need to come up with ways of improving the comprehension of science in secondary schools in the Gauteng Province. The purpose of this study therefore was to understand the effects and impact of mentoring novice natural science teachers within the Gauteng Province. The study therefore, utilised qualitative research approach and this was motivated by the need to understand the perceptions and experiences of the research participants. Furthermore, purposive sampling was utilised as the sampling method where the novice science teachers and relevant teachers were selected to be part of the sample. Through the use of the semi-structured interview as the data collection method, it was discovered that mentoring of novice teachers refers to the method of empowering new teachers to be effective in their work-related tasks to become true professionals in the academic profession. The study concluded that there are a number of mentoring initiatives and mechanisms utilised to assist novice teachers. Amongst these programmes training, skills development and technical support to enhance communication skills and manage the curriculum are underscored. The study concludes that mentoring of novice teachers is important within the Gauteng Province for it raises awareness, leads to expert Science teachers equipped with a wide range of skills to achieve the best results within the classroom. It also capacitates the novice teacher on how to handle laboratory equipment and chemicals to benefit learners. The study also gathered that mentoring has a direct impact on novice Science teachers. It leads to the creation of an effective and excellent teaching environment, results in higher levels of teacher retention and improves teachers’ service delivery. It also strengthens the emotional and psychological well-being of teachers. The study therefore, recommended that there is need for training and development and a budget allocated towards enhancing the mentoring of novice Science teachers.