Novice teachers' experiences in their first year of teaching after initial training: a case of novice teachers in Ompundja circuit in Oshana educational region in Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Uushona, Roiny
dc.date.accessioned 2018-05-27T16:31:40Z
dc.date.available 2018-05-27T16:31:40Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2306
dc.description A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Leadership, Management and Policy Studies) en_US
dc.description.abstract The main purpose of this study was to explore the experiences of novice teachers in their first year of teaching after the initial training in schools in Ompundja Circuit (OC), Oshana Educational Region (OER) of Namibia. Although there is available literature to support the link between novice teachers’ preparation in universities and colleges, and their effectiveness, there is dearth of literature that particularly focused on the Oshana Educational Region. It appears that there has been no study that explains how teacher training influences the experiences of novice teachers, and the extent that the novice teachers receive support from either their respective schools of employment, or from the Oshana Educational Regional Office, and the impact this support on the effectiveness of their teaching. The research problem was investigated by means of a literature study and a phenomenological investigation, using the qualitative case study design, which targeted a population of twelve novice teachers from primary schools, combined schools, and secondary schools within the OC in the OER. In addition, the study used a criterion purposive sampling to select participants, based on their teaching experiences and qualifications from their previous universities and colleges. Individual interviews were used to collect the data. The findings of this study reveal that there is a gap between what the novice teachers were taught at the university or college, and what they are required to teach in schools. The study recommends that teacher training institutions should offer training courses on learners with special needs such as sign language, and they should introduce courses where student teachers are trained to manage classrooms, discipline learners when they misbehave, and assess learners’ work in schools, so that they can apply their knowledge once they join the teaching profession. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Novice teachers en_US
dc.subject Ompundja circuit en_US
dc.subject.lcsh Teachers, Namibia
dc.subject.lcsh Teaching, Namibia
dc.subject.lcsh Teachers, Job satisfaction, Namibia
dc.title Novice teachers' experiences in their first year of teaching after initial training: a case of novice teachers in Ompundja circuit in Oshana educational region in Namibia en_US
dc.type Thesis en_US


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