Optimising Induction Programmes for Newly Qualified Sepedi Home Language Teachers in Capricorn District, Limpopo, South Africa

Abstract

Induction is instrumental in guiding novice educators through the complex pedagogy journey, fostering professional growth, and strengthening the educational landscape. Despite their recognised importance for newly qualified educators, persistent challenges hinder the effective implementation of induction programmes. This study evaluates the effectiveness of induction practices specifically for newly qualified educators teaching Sepedi as a home language in secondary schools located within the Lebowakgomo Circuit and Nokotlu Circuit. The study introduces a hybrid model, integrating Kram's mentorship phases, Vygotsky's Zone of Proximal Development scaffolding, Shulman's Pedagogical Content Knowledge, and Ubuntu philosophy. This hybrid model represents an original contribution by operationalising both global mentorship frameworks and culturally grounded African educational principles, offering a contextually relevant approach to educator induction. Kram's mentor-relationship theory was the foundation theory used in the study to shed light on the dynamics of the mentor-mentee relationship during the induction process. Guided by the interpretivism paradigm of qualitative research, to investigate effective strategies for inducting novice educators through a deep exploration of participants' subjective experiences. The study's population would consist of fourteen (14) purposively sampled participants, which include one (1) curriculum advisor, two (2) principals, three (3) heads of departments, and eight (8) newly qualified educators from eight schools across two circuits in the Capricorn South District. Data was collected using individual, semi-structured interviews for rich insights into participants' perspectives and a comprehensive examination of relevant documents, such as government policies and published articles. Thematic analysis was employed for the identification of meaningful patterns and themes. The findings of this research provided valuable information about effective mentorship practices, informed policy development, and supported the enhancement of educators' induction programmes, while showing the practical relevance of integrating a culturally responsive framework in education development. The study recommends the adoption of culturally responsive induction with these elements to enhance support and inform policy.