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

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dc.contributor.author Simwewa, Jones
dc.date.accessioned 2021-08-09T15:15:05Z
dc.date.available 2021-08-09T15:15:05Z
dc.date.issued 2015-07-22
dc.identifier.citation Simwewa, J. (2015). An investigation of induction strategies for novice secondary school teachers in Malawi: the case of selected secondary schools in the northern education division.-Malawi [Master’s Thesis, Mzuzu University]. Mzuzu Unversity Digital Repository en_US
dc.identifier.uri 192.168.2.8:8080/xmlui/handle/123456789/208
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Mzuzu University en_US
dc.subject induction en_US
dc.subject induction policy en_US
dc.subject In-Service Training en_US
dc.subject mentoring en_US
dc.title An investigation of induction strategies for novice secondary school teachers in malawi: the case of selected secondary schools in the northern education division. en_US
dc.type Thesis en_US


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