Perceptions of school principals and teachers on the challenges faced by novice teachers in selected primary schools in Oshana region, Namibia
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Date
2023
Authors
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Publisher
University of Namibia
Abstract
Some of the difficulties in achieving educational goals and improving the quality of
education have been to ensure that teachers are well equipped (MOEC, 2000). Although
the Minister of Education has made recommendations for the development and
implementation of induction programmes for novice teachers, Nghaamwa (2017) reports
that most schools in Namibia tend to neglect the induction of novice teachers. Novice
teachers can face many challenges such as student behaviour, no personal or
professional support and social relationships. Novice teachers therefore, need to undergo
an induction programme when they get employed at a specific school as a way to
provide them with the necessary assistance in acquiring the skills and knowledge needed
for the execution of their required teaching duties. Muyumbano (2019) points out that
principals have observed that novice teachers experience problems with disciplining
learners, with administration and also teaching methodology. The purpose of the present
study, therefore, was to investigate the perceptions of school principals and teachers on
the challenges faced by novice teachers in selected primary schools in the Oshakati
Circuit, Oshana Region. The research design for this study is a case study design and the
researcher used a qualitative approach. The researcher used an interview guide and a
document analysis guide as instruments to collect data. The total population of the study
was fourteen (14) principals and two hundred and two (202) teachers. Two novice
teachers were chosen from each of the two selected primary schools using criterion
purposive sampling, and they comprised of novice teachers that are in their first or
second year of teaching. The two schools were randomly selected from the five primary
schools in Oshakati Circuit. Random sampling was also used to select the teachers from
each school. The school principal and two teachers from the selected schools were
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included in the study. The total sample for this study was composed of two principals,
four novice teachers and four teachers. Data from the semi-structured interviews and
document analysis were analysed using content analysis. Findings from the study
reported that novice teachers in the Oshakati circuit in Oshana region, Namibia, face
challenges such as concerns with learners, the teaching and learning process, lack of
communication and lack of support. The study therefore recommends that pre-service
training institutions and schools should play a significant role in supporting novice
teachers in overcoming these challenges. It is the duty of training institutions to establish
a balance between theory and practice. Furthermore, the school management needs to
provide orientation and induction to all novice teachers, and both management and
colleagues should provide support and assistance to all novice teachers until they have
been completely integrated into the school and teaching environment
Description
A thesis submitted in partial fulfilment of the requirements for the degree of master of education in leadership, management and policy studies
Keywords
Novice teachers, Challenges, Induction, Teaching, Management, Support