Understanding induction and mentoring experiences of novice teachers.

Abstract

Induction and mentoring are the experiences of every novice teacher entering the profession and the school. However, induction and mentoring processes are often not well implemented at the school level. Novice teachers may feel frustrated, have self-doubt, and question their future stay within the profession. This case study investigated the induction and mentoring activities of six novice teachers at a public primary school in Pinetown, Durban. Employing an interpretivist paradigm, this research sought to understand the experiences of six novice teachers in the induction and mentoring processes within the selected school, their professional development experiences, and how their experiences of induction and mentoring influenced their decision to stay or leave the profession. Using individual collages and semi-structured interviews, the findings suggest that the novice teachers did not have formally appointed mentor teachers, and that the induction process was not structured. The novice teachers experienced some form of professional development through workshops. However, they had to resort to developing relationships with their colleagues and doing their research to gain knowledge and become skilful on the job. Most participants felt that despite the experiences they endured, they would still stay in the profession. The sociocultural lens concept by Steadman (2021) explored the conflict, transition and agency that novice teachers experience. The study suggests that induction and mentoring practices need to be more structured and consider novice teachers' challenges when adapting to the school’s organisational culture to ensure a smoother transition. In addition, experienced teachers and the SMT need training for their roles in inducting and mentoring novice teachers. The study recommends further research on the experiences and changes of the selected novice teachers, and an exploration of what qualifies mentor teachers to play their roles in developing novice teachers and inducting them into their positions.