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Abstract:
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Induction and mentoring of novice teachers are globally regarded as an important
process in enabling the transition of pre-service teachers to become independent
professional teachers.
This exploratory study sought to uncover if induction and mentoring experiences or a
lack thereof in South Africa’s under-resourced schools could be associated with the
high attrition rate as highly qualified beginner science teachers consider leaving the
teaching profession for greener pastures. Previous research has it that novice
teachers experience shock as a result of the gap between university or college pre service training theory and reality of practice in the classrooms, leading to frustration
and burnout. Botha and Rens (2018) ascertain that this gap is a defining point in a
teaching career as it determines whether one stays in the teaching profession or
tenders a resignation.
To investigate induction and mentoring experiences of novice science teachers in this
study, the researcher employed a mixed methods approach. Quantitative data was
obtained through a web-based survey with respondents based in the provinces of
South Africa. Qualitative data was obtained in a focus group discussion with novice
science teachers based in Ekurhuleni South District. This study found out that there
is a patchy and uncoordinated provision of induction and mentoring experiences for
novice science teachers in South Africa’s under-resourced schools. A policy deficit by
the Department of Basic Education was a cause for concern. However, the researcher
recommended blended mentoring as an alternative strategy to enhance induction and
mentoring practices in 21st century under-resourced schools. |