|dc.creator||Kajee, Farhana Amod.||
|dc.description||Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.||en
|dc.description.abstract||The 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.subject||Mentoring in education--KwaZulu-Natal.||en
|dc.subject||School management and organization--KwaZulu-Natal.||en
|dc.title||An exploration of the induction and mentoring of educators : a case study.||en