The mentoring expectations and experiences of four novice teachers in two township high schools in the Msunduzi Circuit.

Abstract

The induction and mentoring of novice teachers (NTs) is a cause for concern when it comes to its application in South Africa. The inadequacy of NT induction and mentoring is a global challenge and South Africa is no exception. NTs struggle to manage classes, both in pedagogic content knowledge and adapting to the school culture, leading to NTs feeling inundated and discouraged within a couple of months after entering the profession. So, this study focuses on the expectations and experiences of mentoring of selected NTs in township high schools in the Umgungundlovu district in KwaZulu-Natal. Wong (2004) suggests that mentoring is the main component of induction. So, in attempting to conceptualise the mentoring of selected NTs, this study explored mentoring as part of the broader phenomenon of induction. Induction and mentoring of NTs was explored through international trends of induction and mentoring and contextualising mentoring within the South African policy terrain. The Hudson Five-Factor Model for Effective Mentoring (Hudson, 2004) was used as the conceptual framework in this study. This was a qualitative study within the interpretive paradigm that adopted the narrative inquiry. Semi-structured interviews and letter writing were the data generation methods used in the study. The findings of the study revealed that participants’ induction and mentoring expectations were not sufficiently met. The mentors were not formally assigned to support NTs, hence the absence of formal induction and mentoring programmes meant that NTs were not able to get all the assistance they required. Although mentors generally had good relationships with the NTs, they lacked understanding of their roles in mentoring the NTs. As a result, the Five Key Factors of Effective Mentoring outlined by Hudson (2004) were not applied equally, leading to gaps in the mentoring support needed. This led to recommendations made on further research to be done on a variety of contexts in South African public schools, as well as the conducting of studies on mentors and SMTs. A further recommendation made was to do research on the DBE to ensure the effective application of induction and mentoring in schools. In addition, the DBE and HEIs should expose pre-service teachers to a range of contexts during work integrated learning.