Strategies to develop more efficient novice primary school teachers in the KwaZulu-Natal Province of South Africa

Abstract

The researcher chose a qualitative methodology due to its flexibility and basic interpretive design. This approach offered a subjective perspective of human experience. Constructivist principles underpinned this study, which incorporated the works of prominent theorists such as Piaget, Vygotsky, Dewey, and Bruner. The constructivist learning approach assisted novice teachers in building their knowledge and understanding of essential concepts through real-world experiences. The study's target population consisted of primary school teachers from the King Cetshwayo District in the northeastern part of KwaZulu-Natal Province. The sample was the five primary schools selected using a purposive selection technique. The participants were from a 50-kilometre radius and included fifteen novice teachers, ten experienced teachers, five department heads, and four senior management members. A total of thirty-four participants were engaged in the interview process. The researcher intentionally selected qualitative methods since they offered flexibility between the researcher and the participant. Explored the research question by dividing it into four sub-questions and four objectives. These sub-questions and objectives focused on the challenges faced by novice teachers, the role of mentors and school management team and research-based strategies to assist novice teachers. The study utilised semi-structured interviews and a literature review to gain valuable insights into the strategies employed by novice teachers to overcome challenges. The findings clearly indicated that new teachers encountered significant challenges in time management, classroom management, discipline, as well as insufficient mentoring and induction. As a result, the recommendations included implementing strategies such as organised mentoring and coaching, knowledge sharing and collaboration among personnel, classroom management practices, and structured ongoing professional development.