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dc.contributor.advisorGrant, Carolyn.
dc.creatorKajee, Farhana Amod.
dc.date.accessioned2012-11-29T10:51:37Z
dc.date.available2012-11-29T10:51:37Z
dc.date.created2012
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10413/8075
dc.descriptionThesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.en
dc.description.abstractThe disillusionment experienced by new entrants to the teaching profession is definitely a cause for concern. A beginner teacher who commences work is faced with the same responsibilities as veteran educators. However, to add to these responsibilities lies the difficulty of adjustment into an organisation with its set rules and policies. With the anxiety and numerous challenges in the lives of new entrants, a call for support from all levels in the organisation is required. Against this backdrop the new democratic dispensation in South Africa calls for a more collaborative approach to leadership and a strong focus on selfmanaging schools (Department of Education, 1996, p.27). Theorizing teacher leadership within a distributed leadership framework, this study aimed to focus on the mentoring relationships between teacher leaders and the novice educators. As Howey (1988) argues, “teachers must assume leadership positions that will enable them to model methods of teaching, coach and mentor colleagues” (p.28). Therefore, my aim was to research induction and mentoring in a High school in KwaZulu-Natal. Key Research Questions: • How do educators understand the role of induction and mentoring? • To what extent is induction and mentoring occurring in the case-study school? • What is the nature of relationships between the teacher leaders and novice educators in the induction and mentoring processes?en
dc.language.isoen_ZAen
dc.subjectMentoring in education--KwaZulu-Natal.en
dc.subjectSchool management and organization--KwaZulu-Natal.en
dc.subjectTheses--Education.en
dc.titleAn exploration of the induction and mentoring of educators : a case study.en
dc.typeThesisen


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