ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2172

Provision of support structures for beginner teachers at schools: An induction programme approach

Amanda Ndabankulu1, Kananga Robert Mukuna2
  1. 1 University of pretoria, South Africa
  2. 2 University of the Free State, South Africa

Abstract

This study explored providing support structures for beginner teachers at schools during the induction programme in the Thabo Mofutsanyane district schools. Entering the teaching profession is a challenge for many beginner teachers. Studies in the South African and international contexts have shown that beginner teachers often experience a lack of support from their colleagues or inadequate mentorship when they enter the teaching profession, which can lead to frustration and even resignation. One aspect that might help beginner teachers overcome this challenge is through the support structures offered through induction programs. Induction programmes are designed to prepare beginner teachers when they enter the workplace. Many such induction programmes in South Africa and internationally have not guided new teachers' objectives in their new positions. A research gap reveals that novice teachers often lack support when they enter the profession. Using an induction programme, this study explored how support structures can be provided to beginner teachers participating in an induction programme. Bandura's Social Cognitive Theory informs this study and employs a qualitative research approach, generating data through semi-structured interviews. The telephonic interviews were conducted in two different phases. The first (T1) occurred in January 2021, and the second (T2) took place in August 2021. This study interviewed fourteen participants drawn from fourteen secondary schools across the Bethlehem and QwaQwa areas within the Thabo-Mofutsanyane district. The research findings indicated a positive effect of offering support to beginner teachers in their first years of teaching, as this reduced their anxiety levels and made them feel well-informed and prepared. Therefore, this study provides conclusive evidence that supports the notion that structures for beginner teachers through induction programmes positively impact their preparation to acquire professional skills and contribute to learner development.

How to Cite

Ndabankulu, A. ., & Mukuna, K. R. (2025). Provision of support structures for beginner teachers at schools: An induction programme approach. International Journal of Studies in Inclusive Education, 2(3), 1–8. https://doi.org/10.38140/ijsie.v2i3.2172
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