Factors affecting induction of novice teachers in selected primary and secondary schools of Solwezi district, Zambia

The purpose of this research was to investigate factors affecting induction of novice teachers in selected primary and secondary schools of Solwezi District, Zambia. The objectives of the study were: i) to find out the existing induction programmes or practices in primary and secondary schools in Solwezi District; ii) to investigate factors that affect the induction of novice teachers in Solwezi District; iii) to establish the perceptions of novice and serving teachers on teacher induction in their schools in Solwezi District; and iv) to explore ways of conducting an effective induction programme. The study used the case study design which employed the qualitative strategy. The methods of data collection were semi-structured interviews, focus group discussion guides, and document analysis. The target population was as follows: one DEBS, all head teachers, HODs, senior teachers, experienced teachers and new teachers in selected primary and secondary schools in Solwezi district. Purposive sampling procedure was used to select 1 DEBS, 8 head teachers, 2 HODs, 2 senior teachers, 8 experienced teachers and 9 novice teachers as respondents. Data were analysed according to emerging themes which generally answered the research objectives. The major findings indicated that induction for novice teachers of some sort existed with varying content and period at the administrators‟ discretion; mentors were appointed but did little or nothing because they lacked training for up-dated knowledge. Inductors used out-dated methods in inducting new teachers. It was also found that induction practices carried out included orientations, headteachers‟ in-service meetings, school in-service workshops, Continuous Professional Development, among others. In addition, it was not easy for administrators to provide incentives for induction programmes, because the programmes were carried outside normal teaching periods and were poorly attended. Furthermore the study established that there was no mandatory policy for induction, and lack of common framework of induction activity. Finances were inadequate and only available for teacher emoluments. The study situated the development of teachers as a continuing and shared responsibility of all responsible stakeholders for effective performance. The study recommended that: the Ministry of General Education should formalise the process of induction for the novice teachers and provide mandatory policy which supports the programme; and that there is need to promote in-service training for mentors to enhance competence in induction programmes to foster collegiality