Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools
In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no atten...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Noyam Journals
2023-12-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2024/01/EHASS20231320.pdf |
| _version_ | 1797337862613499904 |
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| author | Michael Moreti Mahome Lydia Kgomotso Mphahlele |
| author_facet | Michael Moreti Mahome Lydia Kgomotso Mphahlele |
| author_sort | Michael Moreti Mahome |
| collection | DOAJ |
| description | In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders. |
| first_indexed | 2024-03-08T09:19:49Z |
| format | Article |
| id | doaj.art-2a60ae54699c4a7d96e0caa23fa23b9b |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-03-08T09:19:49Z |
| publishDate | 2023-12-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-2a60ae54699c4a7d96e0caa23fa23b9b2024-01-31T12:00:04ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222023-12-0141316301646https://doi.org/10.38159/ehass.202341320Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public SchoolsMichael Moreti Mahome 0https://orcid.org/0000-0002-6034-5188Lydia Kgomotso Mphahlele1https://orcid.org/0000-0002-3643-0833Department of Primary Education; School of Education, Faculty of Humanities, Tshwane University of Technology, South Africa.Department of Primary Education; School of Education, Faculty of Humanities, Tshwane University of Technology, South Africa.In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders.https://noyam.org/wp-content/uploads/2024/01/EHASS20231320.pdfdepartmental headsinductioninduction programmepublic schoolssouth africatransition. |
| spellingShingle | Michael Moreti Mahome Lydia Kgomotso Mphahlele Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools E-Journal of Humanities, Arts and Social Sciences departmental heads induction induction programme public schools south africa transition. |
| title | Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools |
| title_full | Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools |
| title_fullStr | Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools |
| title_full_unstemmed | Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools |
| title_short | Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools |
| title_sort | developing a formal induction programme for newly appointed departmental heads to manage the transition period a guideline for south african public schools |
| topic | departmental heads induction induction programme public schools south africa transition. |
| url | https://noyam.org/wp-content/uploads/2024/01/EHASS20231320.pdf |
| work_keys_str_mv | AT michaelmoretimahome developingaformalinductionprogrammefornewlyappointeddepartmentalheadstomanagethetransitionperiodaguidelineforsouthafricanpublicschools AT lydiakgomotsomphahlele developingaformalinductionprogrammefornewlyappointeddepartmentalheadstomanagethetransitionperiodaguidelineforsouthafricanpublicschools |