The inadequate induction of novice educators: a leadership failure?
Abstract
English: A model of long-term leadership is used as a conceptual tool to analyse qualitative
data from an investigation into the induction of novice educators conducted in
Community Junior Secondary Schools in Gaborone, Botswana. It is argued that
the inadequate induction of novice educators reflects a failure of school leadership.
Interview data are presented on features of induction programmes and the degree
of support rendered to novices by relevant role players. The article concludes
with a critical appraisal of the leadership inadequacies regarding the induction of
novices. Afrikaans: ’n Model van langtermyn leierskap word as ’n konseptuele instrument gebruik
in die analise van kwalitatiewe data verkry uit ’n ondersoek na die induksie van
beginneropvoeders in Community Junior Secondary Schools in Gaborone,
Botswana. Daar word geargumenteer dat die onvoldoende induksie van beginneropvoeders
’n leierskapstekortkoming op skoolvlak reflekteer. Data word aangebied
uit onderhoude oor kenmerke van induksieprogramme en die mate van steun
gelewer deur relevante rolspelers. Ten slotte volg ’n kritiese beoordeling van
leierskapstekorte in die induksie van beginneropvoeders.