The lived experiences of novice teachers in the teaching profession in the Mankayane cluster.
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Date
2018
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Abstract
In Swaziland, as elsewhere in sub-Saharan Africa, teaching is a demanding profession. This study explores the lived experiences of novice teachers in the teaching profession in the Mankayane cluster of Manzini in Swaziland.
Drawing on phenomenology as a theoretical lens, and utilising semi-structured interviews (with ten novice teachers) and observation data collection methods, I posed three interrelated questions as follows:
• What are the lived experiences of novice teachers in Mankayane cluster in relation to the teaching profession?
• How do the lived experiences of novice teachers in Mankayane cluster influence their willingness to leave or remain within the profession?
• Why do the lived experiences of novice teachers in Mankayane cluster influence their willingness to leave or remain within the profession?
It has been noted that when novice teachers join the teaching profession, in most cases they face challenges. However, irrespective of the challenges they face, they are expected to deliver and be productive in their profession. To explore the lived experiences of novice teachers, in this thesis I used the interpretive paradigm as it proposes that the world of human experience is constructed by relying on participants’ views of the situation being studied.
The major finding of the study is that, owing to harsh experiences novice teachers in Mankayane cluster face; they do not wish to remain in the profession. I provide some recommendations that could assist government and policymakers to retain the novice teachers in Swaziland.
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Masters Degree. University of KwaZulu-Natal, Durban.