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Ismail Med Edu 2019.Pdf Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) A thesis submitted in fulfilment of the requirement for the degree of Magister Educationist in Education Leadership and Management Student: Malika Ismail Student number: 2920322 Supervisor: Dr Melanie Luckay Faculty of Education The University of the Western Cape, Republic of South Africa i http://etd.uwc.ac.za/ DECLARATION I, Malika Ismail, hereby declare that this thesis, “Mentoring and the preparedness of first- time primary school teachers: A study of a non-governmental Joint Mentorship Project (JMP)” is my own work; that it has not been submitted before for any examinations or degree purposes, in another University or for another qualification. All sources I have used or quoted have been indicated and acknowledged by complete references. MALIKA ISMAIL SIGNATURE: DATE: December, 2019 ii http://etd.uwc.ac.za/ EDITOR’S LETTER 12 December 2019 TO WHOM IT MAY CONCERN RE: Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) by Malika Ismail (STUDENT NO: 2920322) I hereby confirm that I, Michelle Chetty (Proofreader and Copy Editor), have proofread the dissertation named above, written by Malika Ismail. I have not altered the context of the document, but have corrected spelling, grammar and layout where necessary. I have not performed any plagiarism check on the document. Please contact me on [email protected] for any enquiries. Sincerely, Michelle Prem Chetty PROOF IT iii http://etd.uwc.ac.za/ DEDICATION I dedicate this dissertation to: My parents, Gafiedor and Yahya Ismail, who have supported me and made many sacrifices to ensure that we have an education. You both were underprivileged and were subjected to the hardships and the horrors of the apartheid regime and therefore you made sure that we received a better education than what you were afforded. I can never repay you but I want to Shukar/ thank you for opening the doors of opportunity for you knew that for one to improve your life, you need a good education. I will keep on making you proud. and.. my sister, Rachma Ismail, who inspired and encouraged me throughout my studies and making me understand that the sky is the limit. I will always remember your words “Education is the passport to your future”. iv http://etd.uwc.ac.za/ ACKNOWLEDGEMENT I am indeed grateful to Allah/God the Almighty, who has given me the courage, strength, perseverance and wisdom to complete this research study. As my success can only come from Allah/ God. I am grateful to my supervisor, Dr Melanie Luckay, for providing guidance, motivation, patience, inspiration and words of encouragement at the times when I felt like giving up. This dissertation would not have been possible without your continued support. Your knowledge, advise, constructive criticism and effort to assist was extremely accommodating. I will always be appreciative of you. A special word of thanks to the Western Cape Primary Science Programme team for allowing me to conduct research on their Joint Mentorship Project. I would like to extend my sincere gratitude and appreciation to all the participants of this study. I would especially like to thank the first-time teachers and their mentors who responded to my consultations and allowed me to conduct interviews with you and excitedly offered your time to serve as participants in this study as well as share your experiences with me. A special word of thanks to my mentors Nadiema Gamieldien and Florence February. Nadiema, thank you for your motherly love, support, guidance and most of all encouraging me with these words that would echo “you got this”, “you in my prayers’’, “may the Almighty make it easy” so thank you for believing in me. Florence thank you for your encouragement, wisdom and inspiration throughout this entire process. Your motivation, constructive criticism, valuable suggestions, editing’s and on-going guidance was what I needed when I felt like giving up at times. Your motiving words “I believe in you’’, “burn the midnight oil”, “the end is near’’ and “maak kla” meant everything. I would like thank and express my appreciation to Ziyaad Noordien for assisting me with the transcriptions of my participant’s interviews. I am honestly grateful to have a friend like you! v http://etd.uwc.ac.za/ To my cousin Nazreen Begg, thank you for your on-going motivation, support and encouragement. It was lovely to have a writing buddy - someone to share my experiences with and understand what I was going through. The writing retreats together were the best motivating times together. Your support encouraged me to finish what I started. To my person Wallied Meyer, I am indeed thankful for your constant support, love and motivation. Thank you for understanding when I used our quality time to work on my dissertation. I appreciate your encouragement and belief in my ability to complete this dissertation. I am grateful and honoured to have you in my corner. Last but not least, my family. To my parents Gafiedor, Yahya and sister Rachma Ismail my studies has deprived us from spending more quality time together but I am blessed to have had the best support structure. A very special thank you for all your patience, love, continuous motivation, support, guidance and understanding during my studies. I appreciate all the sacrifices you made for me and for walking this journey with me. May the Almighty bless you all abundantly. vi http://etd.uwc.ac.za/ ABBREVIATIONS ACE - Advance Certificate in Education AG - Advice and guidance B.Ed - Bachelor in Education BTSA - Beginning Teacher Support and Assessment Programme CAPS - Curriculum and Assessment Policy DoE - Department of Education FG - Focus Group HOD - Head of Department IEB - Independent Education Board IQMS - Integrated Quality Management System IUFM - Institut Univeritaire de Formation des Maitres JMP - Joint Mentorship Programme NGO - Non- governmental organization NQT - Newly Qualified Teachers Project NST - Natural Science and Technology NTC - New Teacher Centre OBE - Outcomes Based Education PAM - Personnel Administrative Measures PhD – Doctor of Philosophy PSP - Primary Science Programme S.A - South Africa SACE - South African Council for Education SAILI - Successful Students in Successful Schools SAQA - South African Qualification Authority SASA - South African Quality Authority SCT - Social Cognitive Theory SLT - Social Learning Theory UCT - University of Cape Town USA - United States of America UWC - University of the Western Cape W.C - Western Cape WCED - Western Cape Education Department ZPD - Zone of Proximal Development vii http://etd.uwc.ac.za/ KEY WORDS Challenges First-time teacher Knowledge Mentor Mentoring Mentorship Programme Teaching and Learning viii http://etd.uwc.ac.za/ ABSTRACT When a first-time teacher graduate and start working in a school, the first-time teacher is expected to adapt and adjust to the demands of a daily teaching programme (Carter & Francis, 2001). This can be overwhelming by taking on the same responsibility as the more experienced teachers. This can be a reality shock to first-time teachers as they may often be disadvantaged with the fact that they are often unprepared for the real world (Johnson & Kardos, 2002; Carter & Francis, 2001). Furthermore, many schools have appointed first-time teachers, but not all first-time teachers have been given proper support or introduced a mentor or a mentoring programme to help them adjust to their new career. This can contribute to the fact that first- time teachers are unprepared for their new roles and the challenges they may face (Carter & Francis, 2001). I will therefore look at mentoring and the preparedness of first- time teachers, the study will focus on a non-governmental Joint Mentoring Project (JMP). This study aims at investigating how the JMP contributed toward first-time teachers’ teaching and learning experiences in selected primary schools. Data for this study was collected by means of individual interviews, focus group interviews and document studies. The first-time teachers at primary schools were interviewed to obtain information on their personal experiences as well as how the Joint Mentorship Project (JMP) contributed toward their teaching and learning experiences in their first two years of teaching. The mentors were interviewed in order to get another perspective about the contribution of the JMP and their teaching journey. A thematic analysis was used to analyse the information obtained. Responses confirmed that the first-time teachers in the study experienced many challenges in their first two years of teaching. Findings revealed that the first-time teachers experienced challenges such as: transition from university life to teaching, administrative duties, content knowledge, subject difficulty, overcrowded classrooms, discipline, classroom management and resources. However, although the first-time teachers experienced many challenges they received no form of structured support from their schools, especially the experienced teachers and the management team. The first-time teachers revealed that they overcame these challenges with the help of the JMP. The JMP contributed by supporting these teachers to overcome their challenges. They helped the first-time teachers in many ways using various strategies, to which the first-time teachers all responded well. The strategies included: personal coaching, curriculum support, classroom
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