An investigation of induction strategies for novice secondary school teachers in malawi: the case of selected secondary schools in the northern education division.

Abstract

Appropriately qualified and well-supported teaching personnel are the most important elements of any education system. As international standards already adopted in the 1960s emphasize, teaching is a profession which requires expert knowledge and specialized skills that are acquired and maintained through rigorous, ongoing education and training, and a sense of personal and collective responsibility for the education and welfare of learners. Education training institutions such as colleges and universities provide theoretical knowledge and instructional skills that teachers need to use when they assume duties. As such, personal, social, and professional support mechanism through induction need to be offered to make them ready for the teaching profession. The purpose of this study was to investigate the extent to which the induction of newly recruited secondary school teachers is practiced in Malawi, and consequently make necessary recommendations on the same with an idea of improving the effectiveness and productivity of new secondary school teachers. The research study used semi-structured interviewing which is a qualitative data collection method. Data were collected by means of semi-structured questionnaires and recorded interviews with the Education Division Manager for the Northern Education Division, head teachers, heads of departments, and newly recruited secondary school teachers who were less than four years in the teaching profession. The researcher used the content analysis type of data analysis. The study revealed that novice teachers did not receive comprehensive and formal induction upon assuming duties. The duration of the induction exercise was generally very short and some important issues were not dealt with during teacher induction exercises. There is the need for the Ministry Education, Science and Technology to have an official induction policy for secondary school teachers. Such an induction policy should clearly indicate the issues to be dealt with, duration of the exercise, and the officers to execute the programme.