An investigation into the management of induction of teachers at Zenon High School, in Berea, Lesotho.
The purpose of this study was to investigate how the process of induction was managed at Zenon High School, in Berea, Lesotho. To this end, a case study approach was employed and an attempt was made to identify what passed for induction, in this school, as this has a bearing on the management approach that may be adopted. The next step was to address three important questions: the nature of provision for induction made in the school; what experiences teachers had of induction; and the needs teachers believed could be addressed through induction, as well as how better these might be addressed, all of which reflect the question of what passes for induction in the school. Lastly, the issue of what is generally or commonly regarded as the purpose of induction, and the 'best' practice in the management of this process, was considered. Analysis of data, in this connection, indicated that there were considerable differences between the management of induction in the school, as reflected by the nature of provision for induction made in the school and the experiences of teachers with regard to the process of induction in the school, and what is commonly argued to be the 'best' practice in the management of this process. The findings further indicated that the induction programme in the school was organised by the local university for recent graduates with a teaching qualification; that participation of the school in decision making was limited only to implementation aspect of induction management, with the planning and evaluation aspects remaining the sole responsibility of the university; that, based on their experiences of the process of induction and their believes of what needs should be addressed through induction, teachers felt that their induction in the school was inadequate.
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