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An Analysis of the Influence of Induction Programmes on Beginner Teachers’ Professional Development in the Erongo Region of Namibia

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An Analysis of the Influence of Induction Programmes on Beginner Teachers’ Professional Development in the Erongo Region of Namibia View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Stellenbosch University SUNScholar Repository An analysis of the influence of induction programmes on beginner teachers’ professional development in the Erongo Region of Namibia by Twahafifwa Ndahekelekwa Tupavali Nghaamwa Thesis presented in partial fulfilment of the requirements for the degree Masters in Public Administration in the faculty of Management Science at Stellenbosch University Supervisor: Dr Zwelinzima Ndevu March 2017 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (safe to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: March 2017 Copyright © 2017 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract This empirical study is based on the need to analyse how induction programmes influence the personal growth and professional development of beginner teachers in the Erongo Region, Namibia. This perceived need prompted the interest to carry out an empirical study to ascertain how induction programmes in the Erongo Region influenced the personal and professional growth of novice teachers. In order to augment the study, the following research objectives were formulated with an aim to determine the extent to which induction programmes influence the beginner teachers’ personal growth and professional development. In operationalising the study, the qualitative research methodology in which a phenomenological research design was used, was utilized to come up with the intended outcomes. A phenomenological approach was used in an attempt to gain insights into the everyday issues novice teachers contend with. A total of 18 participants took part in the study. A purposive sampling method was employed in this study and data was collected using in-depth face to face interviews. The findings yielded eight themes and revealed: the induction programmes in the Erongo region was presented at both regional level and at school level; induction programmes benefitted the novice teachers by imparting to them classroom management skills, such as planning, teaching and learning as well as filing; novice teachers experienced adaptation challenges relating to the forging of new relationships; induction programmes at school level were largely informal and incidental and the induction support experienced by the new teachers was limited. The data also revealed there was a weak partnership between teacher education institutions and schools in providing for teacher personal and professional development. The study concluded that the absence of a policy on induction in the country had resulted in an erosion of the significance of induction in the teacher development continuum. The study has also highlighted the haphazard manner in which issues of induction were handled. The main policy recommendations emanating from the study are that a policy in respect of induction should be put in place, for the schools in the Erongo Region (if they are to be empowered to provide induction). Such induction would in addition require supports that should be amenable in the country’s context to be fully exploited. In addition, the study proposed there should be a partnership between teacher training institutions and schools in order to provide a holistic induction programme. ii Stellenbosch University https://scholar.sun.ac.za Opsomming Die bestaande literatuur verwoord duidelik die unieke behoeftes van pas gekwalifiseerde onderwysers en die uitdagings wat hulle in die gesig staar tydens die beginjare van hul loopbaan. Hierdie empiriese studie is gebaseer op die behoefte om te ontleed hoe induksieprogramme die persoonlike groei en professionele ontwikkeling van nuwe onderwysers in die Erongo- streek, Namibië, beïnvloed. Hierdie behoefte het daartoe gelei dat 'n empiriese studie onderneem is omte bepaal hoe induksieprogramme die persoonlike en professionele groei van nuwe onderwysers in die Erongo-streek beïnvloed. Ten einde die studie aan te vul, is die volgende navorsingsdoelwitte geformuleer met die oog daarop om te bepaal in watter mate induksieprogramme die persoonlike groei en professionele ontwikkeling van nuwe onderwysers beïnvloed. In operasionalisering van die studie is ‘n kwalitatiewe navorsingsmetodologie gevolg waarin 'n fenomenologiese navorsingsontwerp gebruik is ten einde die verlangde resultate te verkry. Deur ‘n fenomenologiese benadering te volg is daar gepoog om insig te verkry in die alledaagse kwessies waarmee nuwe onderwysers te kampe het. Altesame 18 deelnemers het deelgeneem aan die studie. 'n Doelgerigte steekproefneming is in hierdie studiegebruik en data is ingesamel deur middel van ongestruktureerde aangesig tot aangesig onderhoude. Die bevindinge het agt temas opgelewer en die volgende aan die lig gebring: die induksieprogramme in die Erongo-streek word op beide streeks- sowel as skoolvlak aangebied; induksieprogramme bevoordeel die nuwe onderwysers deurdat klaskamer- bestuursvaardighede aan hulle oorgedra word. Sodanige vaardighede sluit onder meer in: beplanning, onderrig en leer sowel as liassering; nuwe onderwysers ervaar uitdagings wat betref aanpassing soos die smee van nuwe verhoudings; induksieprogramme op skoolvlak was grootliks informeel van aard en lukraak en die induksieondersteuning wat die nuwe onderwysers ontvang het was beperk. Die data het ook getoon dat daar min samewerking tussen onderwysinstellings en skole bestaan om nuwe onderwysers se persoonlike en professionele ontwikkeling te bevorder. Die studie het bevind dat die afwesigheid van 'n beleid oor induksie gelei het tot die erodering van die belangrike rol wat induksie speel in die ontwikkelingskontinuum van onderwysers in die land. Die studie het ook die lukrake wyse waarop induksie plaasvind, uitgelig. iii Stellenbosch University https://scholar.sun.ac.za Die belangrikste aanbevelings ten opsigte van beleid wat uit hierdie studie voorspruit is dat 'n beleid ten opsigte van induksie daar gestel moet word vir die skole in die Erongo-streek ten einde hulle in staat te stel om induksie te voorsien. Sodanige induksie sou hierbenewens ondersteuning vereis wat toeganklik is in die konteks van die land en wat dan ook ten volle benut behoort te word. Daarbenewens is een van die aanbevelings wat voortspruit uit die studie dat daar samewerking moet wees tussen onderwysinstellings en skole ten einde 'n holistiese induksieprogram in die hand te werk. iv Stellenbosch University https://scholar.sun.ac.za Acknowledgements Firstly, I want to thank God Almighty for his guidance, for giving me courage, wisdom and strength to undertake this journey and for blessing me in ways that surpass understanding. Thank you my Lord for always answering my prayers on time. Secondly, I wish to express my gratitude to several people who encouraged and supported me as I pursued my master’s thesis. I wish to thank my supervisor for the support, encouragement, and his supervisory expertise throughout this study. The feedback that I received from him was reassuring and made me feel confident about my abilities. Thank you for your patience and for believing in me! I am indebted to the newly qualified teachers and their supervisors who bravely and candidly shared their stories and experiences with me. Thank you all for recognising the importance I attached to this study, for your willingness to participate and taking your precious time to make this piece of work a reality. I am also grateful to the Permanent Secretary and the Director of Education in the Erongo region for granting me a permission to carry out this study, as well as School Heads and HODs and senior teachers of Erongo region for allowing me access to the schools and for the many insights gained during our informal interactions. To Gerd, my life partner, where do I begin? I am lost for words! Thanks for your emotional, social and financial support, as well as understanding. I would not have come this far if it were not for your assistance. Thanks for the air tickets and everything you provided, and I shall forever be in your debt. My son Tangi thanks for being very understanding especially when I had to work long hours. I hope to make up for my absence which you often had to endure. Thank you all, you were the giants on whose shoulders I stood throughout my studies. May you be blessed abundantly! v Stellenbosch University https://scholar.sun.ac.za Dedications This study is whole heartedly dedicated to my life partner Gerd and my son Tangi, as well as my parents, Mr and Mrs Nghaamwa. Thanks for all the love. To all teachers in Namibia who are the pillars of the country’s education system and the nation’s unsung heroes. May you continue to be a source of inspiration to the children you interact with on a day-to-day basis. I thank you. vi Stellenbosch University https://scholar.sun.ac.za Table of Contents Declaration .................................................................................................................................. i Abstract ...................................................................................................................................... ii Opsomming .............................................................................................................................
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