This study investigated the experiences in identifying and meeting the development needs of novice teachers at one primary school in Durban. This study seeks to understand the roles and responsibilities of novice teachers, leaders and managers in the development of novice teachers.
Critical questions 4
This chapter then considers some of the types of leadership theories, such as transformational leadership, value-added leadership, feminist leadership, and instructional leadership theories, that influence how beginning teachers' developmental needs are explored. Finally, this chapter explores some South African and international perspectives closely related to mentoring, management, leadership and the teacher.
Exploring concepts 6
Mentors and mentoring 6
Leadership 7
Management 8
Policy reflection in relation to teacher development 9
The National Policy Framework for Teacher Education and Development in
However, the deputy principal's reaction was different from that of the novice teachers and the HOD. However, the responses from the leadership and management were that collegiality was practiced when attempting to meet the development needs of novice teachers who were consulted.
Occupation Specific dispensation 9
Theoretical frameworks 12
- Mentor role theory 12
- Similarity action paradigm
- Collegial model 14
- Political model 14
- Subjective model 15
- Ambiguity model 16
- Cultural model 17
- Transformational leadership 18
- Value added leadership 19
- Organizational leadership 19
- Feminist leadership 20
- Community of leaders 20
- Instructional leadership 20
Thus, within the context of collegiality, this study seeks to understand how the developmental needs of beginning teachers are recognized and met. Within this educational management model, this study seeks to explore the groups that exist within the school and the extent to which the developmental needs of novice teachers are identified and met within these groups.
South African perspectives on mentoring and development of teachers 21
It is also common for beginning teachers to fall victim to existing problems among staff. Therefore, this research aims to explore the status quo, that is, whether concern for the development needs of beginning teachers gained momentum.
International perspectives on mentoring and development of teachers 28
Therefore, this study explores the experiences of identifying and meeting new teachers' development needs and the role of leadership and management in this regard. The fourth theme relates to the role of leadership and management in trying to identify and meet the developmental needs of inexperienced teachers. The data that unfolds regarding the new teachers' personal development needs are few and far between.
The expertise of the novice teachers was used to successfully tackle the computer classes. The HOD and the deputy head made concluding remarks about identifying, supporting and meeting the development needs of novice teachers. Another issue that emerged from the findings was that attempts were made to meet the developmental needs of novice teachers.
The fourth theme addressed the role of leadership and management in trying to identify and meet the developmental needs of beginning teachers. What is the role of management and leadership in identifying and meeting the developmental needs of beginning teachers. There is room for improvement in leadership and management practices in this school in an effort to identify and meet the developmental needs of beginning teachers.
To what extent is collegiality implemented to meet the developmental needs of beginning teachers?.
Conclusion 33
Introduction 34
This chapter describes the research design and methodology used to generate data for his study. The participants, the data collection instruments, the data analysis process and the reliability of the study are then described.
Research design 34
I adopted a case study design to explore experiences in one school in identifying and meeting the developmental needs of beginning teachers and the role of leadership and management in this regard. Sturman (1994) cited in Bassey (1999, p. 26) states that a case study is a general term for the investigation of an individual, group or phenomenon. The only case in this study was the experiences in 2007) characterized the only example as a concentration of the global in the local since a case study is incapable of giving a generalizing conclusion.
Therefore, a qualitative case study was suitable for the purpose of this study, where information through a rich, thick description served the purpose of analysis and interpretation of the studied phenomenon (Smit, 2006). The use of a case study design allowed me to produce structured accounts of experiences in identifying and meeting the developmental needs of novice teachers at the school, discuss problems that arose from the findings, draw conclusions from the findings, and make recommendations for overcoming some of the problems. developmental needs of beginning teachers at school. The case study design also allowed me to test the theory of the mentoring role, the working similarity paradigm, and the educational management theory models presented in the second chapter of this study.
Methodology 36
- Participants 36
- Data collection instruments 37
- Data analysis 38
- Trustworthiness 39
- Ethical issues 39
- Conclusion 39
Therefore, my intention to tape-record the interview in this study was negotiated and this ensured easy transcription and analysis of the data. These documents were used to explore evidence of the development needs of the inexperienced teachers and the actions taken by the school to meet these development needs. Data from these documents were extrapolated by focus areas and verified and were also merged with some of the data collected from the interviews.
Ethical issues were taken into account in data collection, ensuring that informed consent, guarantees of confidentiality, anonymity, voluntary participation, freedom to withdraw and that the consequences of the study were made clear to participants. The research design and methodology were appropriate for the purpose of the study as my intentions were met and the data collected answered the three critical questions of this study. I have been able to gain knowledge and insight into the experiences of novice teachers, managers and leaders in relation to how the development needs of novice teachers are identified and met.
DATA PRESENTATION AND DISCUSSION 40
Introduction 40
Profiles of participants 40
Key developmental areas of novice teachers 41
- Induction and mentoring needs 41
- Social developmental needs 43
- Personal development needs 45
- Curriculum and teaching developmental needs 47
However, the deputy principal's response was in contrast to the responses of the HOD and the first two novice teachers and he had the following to say. The interviews based on this section address one of the critical questions of this study, namely: How are the development needs of beginning teachers identified. All three beginning teachers reported that they were not given the opportunity to communicate their development needs.
No, I think it stops at the level of the HOD who then explains these decisions to the novice teachers. In this regard, the leader and manager were directly involved in the mentorship, development and supervision of the selected novice teachers. How would you describe the morale of the novice teachers regarding their career. as a teacher?.
To what extent is a top-down (hierarchical) approach applied to identify the development needs of beginning teachers?
Attempts at identifying the development needs of novice teachers 50
Attempts at meeting the development needs of novice teachers 55
The role of management and leadership in identifying and meeting the
Emerging issues 68
- Key development needs of novice teachers 68
- Attempts at identifying the developmental needs 79
- Attempts at meeting the development needs of novice teachers 72
- The role of management and leadership in identifying and meeting the
SUMMARY, CONCLUSIONS, RECOMMENDATIONS 77
Introduction 77
Third, it suggests recommendations in response to the findings and finally, addresses the limitations of the study.
Summary 77
Then this chapter reflected on some types of leadership theories such as transformational leadership, value-added leadership, feminist leadership and instructional leadership theories that have an impact on how the development needs of novice teachers are identified and met. Furthermore, I reported that to ensure reliability transcripts of the interviews were returned to the participants to read and to verify that everything written was accurate and that the ethical dimensions of the data collection were kept in mind. Although beginning teachers have developmental needs and the professional development of teachers is an important aspect of leadership and management, schools cannot respond to all these needs.
In this regard, I reported that although there is to a certain extent an overlap of educational management models, and in practice, the subjective model of educational management on the part of school management and administration prevails. In this regard, I reported that within the framework of educational management theory, more than one management model was used in meeting the developmental needs of novice teachers at this school, with the subjective model and the bureaucratic management model being dominant. In this regard, I reported that the findings suggest that there is room for improvement in leadership and management practices, such as meeting them formally as a group, which could be helpful in encouraging their development and growth as teachers.
Conclusions 79
The second research question was an attempt to investigate how the developmental needs of beginning teachers are met in the school, while also taking into account leadership models in the theory of educational management. The final question was intended to explore the role of leadership and management in attempting to identify and meet the developmental needs of the novice teachers consulted, taking into account some leadership theories. The social development needs of beginning teachers are that they long to feel accepted by their co-teachers and to be supported by them when things went wrong.
Articulating the school's vision, objectives and mission to novice teachers is the core task of the school's leadership and management. Novice teachers were constantly motivated and guided by the leadership and management to take on new tasks. For some novice teachers, the culture was self-discovery and for others it was communicated through serving teachers.
Recommendations 82
The management and leadership of the school played a very significant and supportive role in the professional and personal competence of the novice teachers, led by the principal who was encouraging and supportive. The culture of the school was not specifically articulated by the leadership and management of the school. Leadership and management of the school practice the ambiguity model of management within the theory of educational management.
There is the practice of the feminist leadership theory to some extent because fairness prevails in how novice teachers are treated and management and leadership are committed to empowering novices to share their expertise with all stakeholders to some extent. It is the responsibility of the school's leadership and management to ensure that this time is factored into the school's wider schedule. Furthermore, beginning teachers could be considered as a group regarding certain common areas of development, which could save time.
Limitations of the study 83
To what extent are novice teachers given the opportunity to share their values and beliefs about teaching? To what extent are novice teachers considered as a group when their development needs are identified and brought to their attention? To what extent have they gained their strength as a group of novice teachers? burdened with responsibilities?.
To what extent are they, as a group of novice teachers, empowered to make decisions... that could have a positive impact on teaching and learning at this school? To what extent are you, as a group of novice teachers, authorized and entrusted with responsibilities? To what extent are you, as a group of novice teachers, empowered to make decisions... that could positively impact teaching and learning at this school?
