Year: 2012
Type: dissertation
Abstract: The disillusionment experienced by new entrants to the teaching profession is definitely a \ncause for concern. A beginner teacher who commences work is faced with the same \nresponsibilities as veteran educators. However, to add to these responsibilities lies the \ndifficulty of adjustment into an organisation with its set rules and policies. With the anxiety \nand numerous challenges in the lives of new entrants, a call for support from all levels in the \norganisation is required. Against this backdrop the new democratic dispensation in South \nAfrica calls for a more collaborative approach to leadership and a strong focus on selfmanaging \nschools (Department of Education, 1996, p.27). Theorizing teacher leadership \nwithin a distributed leadership framework, this study aimed to focus on the mentoring \nrelationships between teacher leaders and the novice educators. As Howey (1988) argues, \n“teachers must assume leadership positions that will enable them to model methods of \nteaching, coach and mentor colleagues” (p.28). Therefore, my aim was to research induction \nand mentoring in a High school in KwaZulu-Natal. \nKey Research Questions: \n• How do educators understand the role of induction and mentoring? \n• To what extent is induction and mentoring occurring in the case-study school? \n• What is the nature of relationships between the teacher leaders and novice educators \nin the induction and mentoring processes?
Author: Farhana Amod Kajee
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1593719175