CHAPTER 5: SUMMARY, CONCLUSIONS, RECOMMENDATIONS 77
5.3 Conclusions 79
The aim of this study was to explore why some novice teachers still sought expertise, support and guidance from managers or educators regarding their personal and professional development from outside their own school. In this instance I explored the experiences in identifying and meeting the developmental needs of novice teachers at one primary school in Durban. Firstly, I focused on the key developmental needs of novice
research question was an attempt to explore how the developmental needs of the novice teachers consulted were identified bearing in mind the models of management within the theory of educational management. The second research question was an attempt to explore how the developmental needs of novice teachers consulted were met at the school, also bearing in mind the models of management within the theory of educational management. The final question aimed at exploring the role of leadership and management in attempting to identify and meet the developmental needs of the novice teachers consulted bearing in mind the some of the leadership theories. The conclusions presented below are evident that the aims of this study have been achieved.
Key developmental areas of novice teachers
It is argued that in order to address the three critical questions, the key developmental areas of novice teachers had to be explored first and the conclusions in this regard are as follows:
1. A formal induction and mentoring process must take place initially to enable novice teachers to fit into school life. Novice teachers consulted needed to be heard regarding their individual experiences and developmental needs.
2. The social developmental needs of novice teachers are that they have a yearning to feel accepted by fellow teachers and to be supported by them when things went wrong.
3. The personal developmental needs of novice teachers is that they would like to be heard, recognized and appreciated by being afforded the opportunity to share their values beliefs and expertise and for their accomplishments to be noticed.
4. The curriculum and teaching development needs of novice teachers were that they needed development in how to construct learning area work schedules, lesson plans and assessment tasks to suit the requirements at this school, especially in the initial days of there employment. They also needed development in the management of diversity and strategies to implement inclusive education.
How the developmental needs of novice teachers are identified?
1. Novice teachers are informed of their shortcomings by their manager or leader.
2. Developmental needs are identified through evaluation and monitoring, formally through the Integrated Quality Management System (IQMS) and informally through ongoing observation.
3. Opportunities are given to the novice teachers consulted to communicate their development needs.
4. Developmental needs of teachers are sourced from the teachers’ personal growth plans (PGP) as well as through continuous general observation and supervision of teachers.
5. The individual needs of novice teachers are given greater consideration.
How the developmental needs of novice teachers are met?
1. The subjective model of educational management within the theory of educational management is practiced because their individual needs are identified and then development and support is provided on an adhoc basis by peers or the HOD.
2. The bureaucratic model of management is practiced to a large extent at this school. Hierarchy is followed regarding decision making where top/senior management take decisions which are cascaded to the HODs and then to the novice teachers
3. Minutes of the staff development team (SDT) meetings clearly illustrated the measures that were set in place to meet the development needs of novice teachers, using both internal and expertise.
4. The School’s Improvement Plan (SIP) illustrated the plan of action to meet the developmental needs of novice all educators.
5. In the absence of a formal induction and mentoring programme there is evidence of mentoring and teacher development at this school.
What is the role of management and leadership in identifying and meeting the development needs of novice teachers?
1. Articulation of the vision, goals and mission of the school to novice teachers is the core duty of the leadership and management of the school. This is not being fulfilled at this school.
2. The management and leadership of the school played a very meaningful and supportive role in the professional and personal competence of the novice teachers, led by the principal who was encouraging and supportive.
3. Novice teachers were constantly motivated and mentored by the leadership and management to take on new tasks.
4. The culture of the school was not articulated specifically by the leadership and management of the school. For some of the novice teachers the culture was self- discovery and to others it was communicated through serving educators.
5. Leadership and management of the school practice the ambiguity model of management within the theory of educational management.
6. There is the practice of the feminist leadership theory to some extent because justice prevails in the how novice teachers are treated and the leadership and management are committed to empowering the novice teachers to share their expertise with all stakeholders to some extent.
7. Mentoring, induction and teacher development takes place when a need arises.
8. There is room for improvement in the practices of the leadership and management at this school in attempting to identify and meet the developmental needs of novice teachers.