Muzvidziwa, Irene.Makoni, Divas.2013-07-222013-07-2220122012http://hdl.handle.net/10413/9339Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.Recent years have seen a move to enhanced focus upon the induction of school leaders. Initial induction programmes for school leaders tended to focus mainly on school principals. There is new found realization of the need to broaden the focus on school principals to include Heads of Department. This study explores the induction experiences of newly-promoted HoDs. The study used a qualitative approach using the interpretive paradigm. Three new HoDs reflected on their personal experiences of being inducted into the system through semistructured, face-to-face interviews. They were selected through the use of purposive and snowball sampling techniques. The participants narrated on how they were inducted by the Department of Education (DOE) as well as their respective school management teams within the Umlazi District. The findings reveal that both the DOE and schools offered formal induction programmes to new HoDs. All the new HoDs who participated in this study claimed to experience feeling of anxiety and stress. The DoE as well as the schools with which the participants are affiliated, showed that they valued the process of introducing novice HoDs by conducting such induction programmes soon after their appointment. All the new HoDs were inducted through forum of workshops held in the Umlazi District.en-ZAMentoring in education--KwaZulu-Natal.Teacher orientation--KwaZulu-Natal.Teachers--In-service training--KwaZulu-Natal.Theses--Education.Thesis