Eurasian Journal of Educational Research, Issue 66, 2016, 335-354 Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1 Robert DISHENA* Sello MOKOENA** Suggested Citation: Dishena, R., & Mokoena, S. (2016). Novice teachers’ experiences of induction in selected primary schools in Namibia. Eurasian Journal of Educational Research, 66, 335-354 http://dx.doi.org/10.14689/ejer.2016.66.19 Abstract Problem Statement: Many schools use induction programmes with the aim of contributing to novice teachers’ well-being and professional development. However, the content of induction programmes varies across schools and countries. Given that existing studies do not conclusively establish the programme components with the greatest potential to affect the quality and retention of novice teachers, more research is needed to explore the aspects of induction programmes that are most productive. Purpose of the Study: This exploratory qualitative multi-case study aimed to gain more insight into how novice teachers in Namibia perceive and experience their induction support. The specific research question that guided this study was: What is the current state of practice in Namibia to support novice teachers with induction programmes? Method: In order to answer the guiding research question, the inquiry followed a qualitative approach. The small sample of eight novice teachers who had finished the induction period and had taught for one to two years was purposefully selected from two primary schools to participate in the study. The schools were selected on the basis of the following criteria: (1) proximity to the researcher, since the researcher is a resident of Namibia; (2) the number of sites manageable in terms of time, distance 1This paper is based on a Master’s dissertation titled “Novice teachers’ perceptions of school- based induction programmes at selected primary schools in Windhoek, Namibia” completed at the University of South Africa in the Department of Educational Leadership and Management under the supervision of Prof. Dr. Sello Mokoena in 2014. *Mr. Robert DISHENA. University of South Africa, [email protected] **Prof. Dr. Sello MOKOENA. University of South Africa, [email protected] 336 Robert Dishena, Sello Mokoena and cost; (3) availability of more than one novice teacher who graduated recently, making the sites relevant to the study; and (4) location of schools in different circuits to aim for different insights and experiences. Data collected through the focus group sessions were transcribed verbatim. An analysis followed an on-going and iterative non-linear process that identified common themes. Findings: After analysis and interpretation of the literature and empirical findings, it was discovered that many schools in Namibia seem to use a form of induction programmes for novice teachers. However, based on the current study, it became apparent that some schools in Namibia use induction programmes with low-intensity activities, while others use induction programmes with high-intensity activities. Based on the interviews with the participants, the following themes in which induction programme activities differed were identified: the intensity/duration of the induction programme; resources offered in relation to induction programmes; the format/structure of support being used in the induction programme; the content of the induction programme; and lastly, the mentoring. Consequently, practical implications and recommendations to improve on these variations were offered. Conclusions and Recommendations: In order to achieve its intended objectives, induction programmes have to be well organized and facilitated in schools. The study provides the following recommendations to establish this organization: there must be sufficient resources and mentors for all new teachers; mentors should be afforded opportunities to be capacitated so that they can offer professional guidance to novices; mentors and novice teachers should be afforded considerable time to spend on induction programme activities; timetables of mentors and novice teachers have to match with those of induction programmes; a physical space/office should be made available for meetings between mentors and novice teachers; and novice teachers should be allocated a reasonable teaching workload as compared to veteran teachers. Schools should use induction programmes with high-intensity activities in order to increase teacher effectiveness and retention. Keywords: Novice teachers, experiences, low intensity induction programmes, high intensity induction programmes, Namibia. Introduction Becoming a teacher involves a transition from pre-service training into the profession of teaching. Such a transition brings about a shift in role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by confronting the daily challenges of the school and classroom. Novice teachers require the development of a professional identity and Eurasian Journal of Educational Research 337 the construction of a professional practice. However, for most novice teachers, also referred to as beginner teachers, such a transition is seldom smooth. While undertaking their trainings at teacher training colleges or universities as student teachers, they are seldom exposed to real teaching challenges. During these sessions, student teachers concentrate mostly on pedagogy. Teaching, however, goes beyond the management of learners in a class and could include cases of truancy, theft, classroom organization, coping with difficult students, and adjusting to the new environment, to mention just a few. Although there is a recognized need for support for novice teachers, it is a documented fact that some schools are not structurally aligned in a way that facilitates this. As a result, some novice teachers encounter difficulties during their first year of teaching, sometimes preventing them from adapting to such environments. Some of these teachers become demoralised, ill, depressed, or face teacher burnout, leading to some teachers deciding to abandon teaching as a profession. However, there are those who maintain an optimistic perspective; they remain resolute in their career of choice, reflecting and learning from the challenging experiences they come across while integrating their learning into various teaching approaches and strategies. Factors such as the responsibilities of teaching, inappropriate teaching assignments, curriculum instructional challenges, and a non- supportive school culture are liable to make the initial year of teaching difficult. It is often the type of support that teachers receive that is indicative of whether the teacher moves forward and develops his/her teaching career or chooses to leave the profession. Therefore, induction programmes have been shown to be effective strategies in reducing new teacher attrition and also as an appropriate mechanism to provide a foundation for professional development and support necessary to prepare beginner teachers entering the field of teaching (Beijaard, Buitink, & Kessels, 2010). As a result, an increasing number of schools across the globe tend to support novice teachers with induction programmes (Beijaard et al., 2010). However, the content of induction programmes varies across schools and countries. Namibia, the focus country for this study, has little documented knowledge available about the way novice teachers are supported with induction programmes. Therefore, this exploratory qualitative multi-case study aimed to gain more insight into how novice teachers perceive and experience their induction support. Again, given that existing studies do not conclusively establish the programme components that have the greatest potential to affect the quality and retention of novice teachers, more research is still needed to explore the aspects of induction programmes that are most productive and can increase teacher retention rates. The specific research question that guided this study was: What is the current state of practice in Namibia to support novice teachers with induction programmes? Generally, an answer to this question contributes to the international body of knowledge on how schools use induction programmes to support novice teachers. Specifically, this study is important and relevant for Namibia, where the education system is undergoing a rapid transformation. The information sourced from the study could serve as a basis for sensitizing policy designers and implementers about the significance of induction in the early career of a novice teacher. Also, it could help school management teams to 338 Robert Dishena, Sello Mokoena understand what is expected of them so that they may harness their expertise and resources for the benefit of the novice teachers. The findings of this study might also be useful to the Namibian Ministry of Education and school principals to enable them to review current policy and implement proper school-based induction programmes. Furthermore, this study will assist in deepening the current body of knowledge and understanding about novice teachers’ perceptions of school-based induction, and in gaining an insight into the methods that support, assist, and affect the quality of the novice teacher’s experience and their intention to continue in the teaching profession. This idea is based on the understanding that the study will assist in discovering new ways and means of assisting both the supervisors or mentors and novice teachers in order to easily undertake the process of integration of the latter. Novice Teachers’ Induction Programmes in Namibia As a means to improve the capacity building of newly qualified teachers, the Minister of Education in Namibia made recommendations to develop and implement induction programmes for cohorts of these teachers (Namibia, 2009). Such a move eventually culminated in the development of an induction and mentoring programme by the Namibian Institute for Educational Development (NIED), in collaboration with regional education offices. The mandate for the Namibian Novice Teacher Induction Programme (NNTIP) for newly qualified teachers was officially implemented in 2011. The purpose is to support novices to be competent and professionally qualified after two years. According to NNTIP, all novices will receive induction for two years. The programme, tailored for the needs of novices, is to be delivered at school and at cluster levels. At the school level, mentor teachers, subject specialists, and principals of school are responsible for the programme. At the cluster level, cluster principals will organise out-of-school training workshops while subject facilitators will coordinate subject-related workshops. Strategies used to support novices include orientation, mentoring, observation, continuous professional development (CPD) opportunities, and evaluation. Principals formatively evaluate novices twice in semesters one and two, while two summative evaluations are done in term three (Namibia, 2009). Other stakeholders involved include the regional education officers, who design annual mentoring plans appropriate for their region and gather mentor teachers. Designing manuals per region will result in inconsistencies, as each one of the thirteen regions will have its own induction manual, but this might allow for divergent views on how to implement the induction programmes. The University of Namibia (UNAM) undertakes regular follow-up on their graduates to determine their CPD needs for further improvements. This practice supports Britton, Raizen, Paine, and Huntley (2000) in that induction should not be an isolated phase but should be linked to teacher preparation. School principals facilitate the programme by working together with mentors, the cluster centre, and the regional education officers. The Namibian programme allows novices to own their induction by identifying their needs and participating in the design of a mentoring plan of action. The induction programme is benchmarked on the National Professional Standards for Teachers (NPST). The needs of novices are linked to the standards, which are in Eurasian Journal of Educational Research 339 turn spread over two years of induction and mentoring (Namibia, 2006). Despite the fact that novices are involved through identifying needs, the system is less facilitative and more directive in prescribing what novices should do and know. A directive approach does not guarantee more effective results than a more informal, facilitative approach. Given the time at which the formal induction programme was introduced in Namibia, it is not possible at this point to draw conclusions on how successful its implementation is. However, there is a need to assess the impact that these programmes are making in the professional development of the novice teachers by tapping on their views and experiences. Therefore, responses to the central research question guiding this study provided more insight into novice teachers’ perceptions of their induction programme experiences in Namibian schools. Theoretical Framework The combined work of Camp and Heath (1998) as well as Stansbury and Zimmerman (2000, cited in Moore & Swan, 2008) was found appropriate and provided theoretical basis to this study. More especially the work of Stansbury and Zimmerman (2000) was found to be more appropriate and relevant and was used as the lens to investigate the extent to which novice teachers in Namibia are supported with induction programmes. Camp and Heath (1998) identified four contributor groups that should be involved in teacher induction programmes, namely: 1) an official of the state department, 2) teacher faculty members at institutions of higher learning, 3) the local school administrators, and 4) members of the profession. Elaborating on their roles, these authors argue that an official of the state department of education should provide direction, teacher faculty members at institutions of higher learning should provide a theoretical and research base, the local school administrators should provide support and assistance throughout, and lastly, members of the profession thorough their professional organisations should provide subject-specific assistance (Camp & Heath, 1998; cited in Moore & Swan, 2008). Stansbury and Zimmerman (2000) argue that within the description of their approach, Camp and Heath mentioned only the broad roles and responsibilities that each group should perform, not specific activities each group or contributor should be responsible for. Elaborating on the work of Camp and Heath (1998), Stansbury and Zimmerman (2000) posit a question: “What lifelines can be offered to novice teachers so that they will remain in the profession and develop into highly effective classroom teachers?” (p. 2). According to these authors, these lifelines come as either high-intensity or low-intensity teacher induction activities. High-intensity activities are those that require substantial funding and effort to develop and support novice teachers. These may include activities such as: selecting and training effective mentors, providing release time, roving substitutes releasing novices and mentors, mini courses tailor-made to address common challenges, examining evidence and developing reflective practice, and networking novice teachers into reflective practice groups (Stansbury & Zimmerman, 2000; cited in Moore & Swan, 2008). Although these activities require more effort and funding, they have been shown to improve teacher effectiveness (Stansbury & Zimmerman, 2000). Low-intensity activities are those that require little funding and less effort by all involved compared with high- 340 Robert Dishena, Sello Mokoena intensity activities. These may include activities such as: orientation of novice teachers, matching novice teachers and experienced teachers, adjusting working conditions, and promoting collegial collaboration (Stansbury & Zimmerman, 2000 cited in Moore & Swan, 2008). These activities have been shown to impact a reduction in attrition and higher job satisfaction (Stansbury & Zimmerman, 2000). In other words, low-intensity activities and efforts do not appear to develop teacher effectiveness, but address retention challenges in the teaching profession. Figure 1 illustrates the conceptual framework of high- and low-intensity activities for novice teacher induction programmes adapted from Stansbury and Zimmerman (2000) as cited in Moore and Swan (2008). This conceptual framework was adapted and contextualized and served as a basis to investigate the central research question for this study, as stated in the previous sections. ___________________________________________________________________________ High-Intensity Activities  Mentoring  Networking novice teachers  Selecting & training effective mentors  Proving release time  Organising mini courses Increased  On-site visitation Teacher  Providing resources & facilities Effectiveness  Group observation and advice Novice Teacher Induction Programme Low-Intensity Activities  Orientating novice teachers  Adjusting working conditions  Matching novice with veteran teachers Increased  Emotional support Teacher  Providing information Retention  Promoting collegial collaboration Figure 1. Framework of high- and low-intensity activities for novice teachers’ induction Source: Stansbury and Zimmerman, 2000; cited in Moore & Swan, 2008 Eurasian Journal of Educational Research 341 Method Research Design A qualitative research approach was used in this study. Because the study aimed to gain more insight into novice teachers’ experiences of their induction programmes, a case study design was used to investigate the phenomenon under study. The researchers decided to conduct a multi-site case study in order to obtain a deeper understanding of how people interpret their experiences, how they construct their worlds, and what meanings they attribute to their experiences (Creswell, 2013). Research Sample In order to answer the guiding research question, the researcher interviewed novice teachers from two primary schools in Namibia, Windhoek. These schools were selected on the basis of the following criteria: (1) proximity to the researcher, since the researcher is a resident of Namibia; (2) the number of sites manageable in terms of time, distance and cost; (3) the availability of more than one novice teacher who graduated recently, making the sites relevant to the study; and (4) the location of schools in different circuits to aim for different insights and experiences. In each school, a small sample of four novice teachers was purposefully selected to participate in the study. Purposeful sampling occurs when individuals are selected and possess the characteristics or attributes of interest to the study (Creswell, 2013). Merrian (2009) emphasises the importance of selecting a sample from which the “most can be learned” (p.12). The novice teachers who had finished their induction period and had taught for one to two years were selected to participate in this study. Research Instrument and Procedure The main technique used to collect emperical evidednce was focus group interviews. However, a questionnaire was also used mainly to collect the participants’ biographical information. In this study, the researcher conducted one session of focus group interviews at each school; the interviews lasted approximately 50-60 minutes. Focus group interviews were conducted during the afternoon hours to avoid interfering with day to day school programmes at the selected schools. Each group consisted of four novice teachers. Research studies have shown that when individuals are grouped together, they can contribute to a better understanding of the research problem (Newby, 2010). Sharing the same view, Greeff (2011) asserts that such group dynamics serve as a “catalyst for bringing large amounts of information to the fore” (p. 362). It is easy for individuals to express themselves freely when surrounded by others whom they perceive to be like themselves. For this reason, the researcher considered homogeneity in selecting novice teachers. However, the benefit of focus groups lies in the group dynamism of the participants. Creswell (2013) argues that a more open exchange of information occurs during focus groups and the method “opens up opportunities to gain collective perspectives 342 Robert Dishena, Sello Mokoena speedily thereby deepening understanding” (p. 159). Focus group discussions were recorded (with permission from the participants) using audio-tape recorder, and thereafter transcribed word by word after each group session. Since the researcher acted as a moderator at the same time, field and observation notes were taken immediately after the conclusion of each session to avoid loss of information. Validity and Reliability Credibility and transferability are concepts commonly used by qualitative researchers. Validity and reliability in qualitative design have been critised by qualitative researchers as a result of their deductive reasoning (Willis, 2007; Corbin & Straus, 2008). In this study, the researcher provided an audit trail of the decisions taken during data collection, analysis, and interpretation. The process of member- checking was also done at different stages of this study; interview transcripts were given to the participants to confirm the accuracy of the data capturing process, and the interpretation of the findings was also shared with the participants and their peers to confirm and reduce possible bias (Creswell, 2013). Data Analysis Data collected through focus group sessions were transcribed verbatim. Verbatim transcriptions provide more details and records of what has been said in an accurate manner. The method of Johnson and Christensen (2012) and Creswell (2007), which follows a bottom-up strategy while moving in analytical circles, was used in analysing data. According to this method, the researcher follows the core elements of qualitative data analysis, for instance: (1) preparing and organising the data, (2) reducing the data into segments and assigning names to each segment through the process of coding, (3) finding connections and relations between codes, (4) writing statements about each theme and linking its meaning to literature for corroboration, and (5) presenting the findings in the form of a discussion. This is done while incorporating participants’ direct quotes. The researcher read and re-read all the transcriptions several times to become immersed in the data before breaking it into parts. The reading and writing of short memos spiralled into classifying data into smaller analytical units. The identified units were coded by means of abstract descriptive words or category names and symbols. The coding scheme was consistently re-evaluated to avoid making premature judgments and to stay open to organising the data in various ways. Results The study findings consist of the novice teachers’ biographical information and their perceptions of their induction programme experiences. Before the discussion of findings is presented, it must be pointed out that it was not the purpose of this study Eurasian Journal of Educational Research 343 to generalise the findings, but to provide an in-depth view of the participants (novice teachers) regarding their experiences of induction programmes. Participants who gave their consent to take part in the study were given short questionnaires to fill in their details. No names appeared on the prompt cards. The main purpose of the questionnaire was to capture the demographic profiles of the novice teachers. The questionnaire included items such as age, gender, qualifications, and teaching experience. The researcher compiled the profiles of all the participants in table form, concealing their identities with letters of the alphabet as indicated in table 1below. First, findings in relation to demographic data are presented in table 1, followed by an analysis of the interview data set. Table 1. Biographic Information of Novice Teachers f Number of novice teachers 8 Female 5 Gender Male 3 20 – 24 3 Age Group 25 – 29 4 30 – 34 1 Class teaching 5 Subject Department Science and Mathematics 1 Social Studies 2 Degree of Qualifications First Degree + Profession 8 1 year 1 Teaching Experience 2 years 7 Pseudonyms of participants Teacher A; B; C; D of School X 4 and schools Teacher E; F; G; H of School Y 4 Table 1 shows that a total of eight novice teachers (n=8) participated in this study, that is, four participants from each primary school. Of these, 5 were female and 3 were male. This unbalanced gender may be due to the notion that most men do not wish to enter the teaching profession (Mokoena, 2012). The ages of novice teachers were grouped into 5-year brackets. As expected, the majority of novice teachers were below 29 years (n=4). All of the novice teachers had a first degree in the teaching profession and additional specialisation in various fields. Lastly, the majority of them (n=7) had two years of teaching experience. The findings from the interview data are presented under the headings of the five categories in which the induction programmes at the selected schools differed: (1) the duration or intensity of the programme; (2) the resources that were offered for induction activities; (3) the induction programme’s structure; (4) the content of the induction programme; and, lastly, (5) mentoring. Using the theoretical framework of high- and low-intensity activities for novice teacher induction programmes in fig. 1, the following table 2, which categorises induction programme activities as high- intensity and low-intensity, was developed and subsequently used to guide the 344 Robert Dishena, Sello Mokoena discussion of the findings. The development of table 2 also drew from the work of Kessels (2010). Table 2. High and Low Induction Programme Activities __________________________________________________________________ High-intensity induction Low-intensity induction programme programme School X School Y ___________________________________________________________________________ Duration of the induction programme or intensity of the programme Runs from one to two years (1-2 years) Takes only a few days (1-3 days) ___________________________________________________________________________ Resources offered for induction activities Several mentors responsible for induction One mentor responsible for programme the induction programme Preparation of a course which included Ordinary preparation of intensive training for the mentors course for the mentors Novice teachers allocated sufficient Limited hours allocated to hours to participate in the induction novice teachers to participate related activities in the induction programme ___________________________________________________________________________ Structure or approach of the induction programmes Introduction and orientation meeting which Introduction and orientation meeting lasted for 2 days which run only for 2 hours Mentoring which included class-visits, and Mentoring which included recorded lessons took place throughout class-visits occurred twice year per year Meeting for novice teachers included Ordinary meeting for novices; aspects such as presentations, novice teachers to share tailored training, and opportunity to share experiences (3 times a year) experiences(8 times a year) ___________________________________________________________________________ Content of the induction programmes Practical information which included Practical information: school rules, notification of upcoming explanation of school rules and school events, and introduction of introduction to colleagues colleagues Emotional support Emotional support ___________________________________________________________________________ Mentoring High degree of supportiveness Moderate degree of and trustworthiness supportiveness and trustworthiness