RESULTS
Using extended framework of Merchie et al. (2017) for evaluation of PD initiatives
T0 = Surveys of 47 teachers
T1 = Interviews with 14 teachers
T2 & T3 = Interviews with X teachers
CONCLUSION AND IMPLICATIONS
Jan 2021 RO1: Relationship
between induction model and indicators of
teachers' professional identity (i.e. self-efficacy, motivation to teach, commitment, and job satisfaction)
RO2: Which factors inhibit and/or support the relationship between the induction model and these indicators.
INTRODUCTION OBJECTIVES METHODOLOGY AND ANALYSIS
Ruben Vanderlinde, Marguerite Müller, Melissa Tuytens, Loran Pieck, & Laura Thomas
Master students involved: Nasaret Tjirumbi, Justice Chabedi, and Amanda Ndabankulu
SUPPORTING BEGINNING TEACHERS IN
SOUTH AFRICA - A MIXED METHOD STUDY
RELATED LITERATURE Worldwide - also in South
Africa - beginning teachers drop-out (CDE, 2011)
Rolling out induction model to increase teachers' professional identity:
School-based mentoring
Peer support
Training sessions
Personal development plan
Thabo Mofutsanyana
Feb-Oct 2020
August 2021 & January 2022
Expectations of induction model in relation to
professional identity What they learned What conditions were supportive or inhibiting Experiences COVID 19
Within- & cross-case Demographics
Indicators of professional identity
Descriptives
Biographic info Focus on self-efficacy Interviews (T1)
72% female teachers, between 20-30 y old, less than one year of experience, and across different phases: foundation, intermediate, senior and FET
Majority of teachers have a class size larger than 40 (!) pupils
N=9 plan to teach till retirement
N=6 opt for teaching (unless opportunity) N=2 plan to leave teaching asap
N=19 plan to pursue other education career N=4 plan to pursue careeroutside of education N=5 are undecided
Future plans:
30/47 teachers did not receive induction
45/47 indicate induction program will be relevant
High self-efficacy (most items)
+ experiences with induction program, e.g. training sessions:
“Yes, we did have workshops, it was on ATPs because the curriculum had to be (...) changed a little bit because of the COVID, but it was good because our LF explained, we read things through (...) we were given chances to ask questions if we didn’t understand, so it was beneficial, very good”
Age difference with mentors:
“As a new teacher, there are things that we go through and I feel like we need emotional support due to the things that involve education (...) I do not really think we are able to open up freely because some of our HoDs are way older and we cannot really interact in such a way that we are freely”
Large classes:
"For me personally, when you get into the classroom as a first-time teacher (...) you find 42 learners and your are on your own; (...) It was a little bit tricky, you are afraid to discipline these learners."
Impact of COVID-19:
“ (...) I think it has impacted in such a way that our induction has to be cut short, and there were not much things that we did”
COVID-19 has severely impacted the induction program and the research
In next steps, the objectives will be tackled further
In further development of induction model, take into account that beginning teachers are drawn to peers
Centre for Development and Enterprise (CDE) (2011). Value in the classroom: The quantity and quality of South Africa’s teachers. Johannesburg: CDE, South Africa Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2017). Evaluating teachers’
professional development initiatives: Towards an extended evaluative framework.
Research Papers in Education, 1-26.
