The Roles of Experienced Teachers in Inducting Novice Teachers in Tanzania
DOI:
https://doi.org/10.61538/huria.v24i3.381Abstract
This paper reports findings on the investigation of the roles of experienced teachers in the induction of novice teachers in Tanzania. More specifically, the study aimed at establishing the roles experienced teachers play in the induction of novice teachers in secondary schools; and investigating the impact of induction on novice teachers. Informed by the mixed method approach, the study used purposive and stratified random sampling techniques to draw a sample of 86 participants. Quantitative data was analysed using the Statistical Package for Social Sciences whereas qualitative data was analysed using Miles and Huberman’s stages of qualitative data analysis: data reduction, display and deduction. The study has established that experienced teachers assisted novice teachers despite lacking proper mentorship skills. It has also established that the induction of new teachers is critical for all newly-employed teachers to smoothen their settling in new work stations. Thus, the study concludes that there was a need to standardise and systematise the induction of novice teachers in Tanzania.References
Adedeji, S. O. and Olaniyan, O. (2011). Improving the Conditions of Teachers and Teaching in Rural Schools Across African Countries. Addis Ababa: UNESCO. Retrieved on 03. 04. 2016, from http://unesdoc.unesco.org/ images/0021/ 002160/216 062e. pdf
Ajowi, O. J., Simatwa, E. M. W. and Ayodo, T. M. O. (2011). Assessment of Management Practices of Induction for Newly
Appointed Teachers in Secondary Schools in Kenya: A Case Study of Kisumu North, East and West Districts. Educational
Research, 2 (4), 1059 ─1073
Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research: Challenges and Benefits. Journal of
Education and Learning, 5 (3), 288 - 296
Alliance for Excellent Education (2008). What Keeps Good Teacher in Classroom? Understanding and reducing Teacher turn over. Retrieved on 14. 04. 2014, from https://all4ed.org/wpcontent/uploads/TeachTurn.pdf
Anangisye, W. A. L. (2011). Developing Quality Teacher Professionals: Reflective Inquiry on the Practices and Challenges in Tanzania. Retrieved on 27. 01. 2014, from http://www.google...acidcice.hiroshima-u.ac.jp/e/publications/sosh42-11.pdf.
Awiti, F. S. (2013). Management Strategies of Teachers Turn Over in Ilala Municipal Council. Master’s dissertation, Mzumbe University, Morogoro
Barker, T. (2011). Restoring Teacher Dignity (Volume II): Teaching Materials and Housing. Hakielimu: Dar es Salaam. Retrieved on 04. 02. 2016 from http://hakielimu.org/files /publications
/Restoring%20Teacher%20Dignity%20II_1.pdf
Bennell, P. & Akyeampong, K. (2007).Teacher Motivation in SubSaharan Africa and South Asia. Essex: Department for International Development. Retrieved on 03. 04. 2014, from https://assets.publishing.service.gov.uk/media/57a08be640f0b
dd000f9a/ResearchingtheIssuesNo71.pdf
Calhoun, E. & Joyce, B. (2010). Models of Professional Development: A Celebration of Educators. Thousand Oaks, CA: Corwin Press.
Charles, C. M. & Mertler, C. A. (2002). Introduction to Educational Research (4th Edition). Beijing: Foreign Language Teaching and Research Press
Charleston-Cormer, P. A. (2006). Novice Teachers’ Perceptions of their First Year Induction Programs in Urban Schools.
Retrieved on 14. 01. 2015, from http://repository.tamu.edu/bitstream/handle/1969.1/ETD-
TAMU-1775/CHARLESTON-CORMIER-
DISSERTATION.pdf?sequence=1
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Edition). London: Routledge
De Lisle, J. (2011). The Benefits and Challenges of Mixing Methods and Methodologies: Lessons Learnt from Implementing Qualitatively Led Mixed Methods Research Designs in
Trinidad and Tobago. Caribbean Curriculum, 18, 87 – 120.
Dube, H. (2008). The Induction of Novice Teachers in Community Junior Secondary Schools in Gaborone, Botswana. (Unpublished Masters Dissertation). University of South Africa, Pretoria. Retrieved on 30. 01. 2014, from http://uir.unisa.ac.za/bitstream/handle/10500/1300/dissertation .pdf?sequence=1
Eisenschmidt, E. (2006). Implementation of Induction Year for Novice Teachers in Estonia: Abstract. Doctor Philosophiae in Educational Sciences, Tallinn University. Retrieved on 30. 03. 2014, from http://www.ht.ut.ee/ sites/default/files/ ht/e_eisen schmidt_vaitekiri.pdf
European Commission (2010a). Development Coherent and SystemWide Induction Programmes for beginning teachers: A Hand Book for Policy makers. Retrieved on 27. 01. 2014, from http://ec.europa.eu/education/policy/school/doc/handbook041 0_en.pdf.
Heidkamp, A. and Shapiro, J. (1999). The Elements of a Supportive Induction Program. In M. Scherer (Ed.). A better Beginning:
Supporting and Mentoring New Teachers (pp. 40 - 46). Alexandria, VA: Association for Supervision and Curriculum Development.
Hussein, A. (2009). The use of Triangulation in Social Sciences
Research: Can Qualitative and Quantitative Methods be
Combined? Journal of Comparative Social Work, 4 (1), 1─12
Ingersoll, R. and Strong, M. (2011). The Impact of Induction and
Mentoring Programs for Beginning Teachers: A Critical
Review of the Research. Review of Education Research. 81(2),
-233. Retrieved on 10. 02. 2014, from http://repository.upenn.edu/cgi/viewcontent.cgi?article=1127& context=gse_pubs
Ingersoll, R. M. and Smith, T. M. (2004). Do Teacher Induction and Mentoring Matter? Retrieved on 14. 02. 2014, from http://repository.upenn.edu/cgi/viewcontent.cgi?article=1134& context=gse_pubs
Ingesoll, R. M. (2012). Beginning Teacher Induction: What the Data Tell us. Phi Delta Kappan, 93 (8), 47─51. Retrieved on 13. 02.
, from http://repository. upenn.edu/cgi/
viewcontent.cgi?article=1239&context=gse_pubs
Ishumi, G. M. (2013). Teaching Profession and Teacher Education: Trends and challenges in the Twenty-First Century. Africa
Education Review, 10 (Supplement 1), 589 ─ 5116
Jeston, E. J. K. (2013). An Assessment of Teachers’ Turnover and Its
Impact on Academic Performance in Government Secondary Schools in Mbozi District, Tanzania. Master’s dissertation, Open University of Tanzania, Dar es Salaam.
Kavenuke, P. (2013). What is it that Keeps Good Teachers in The
Teaching Profession: A Reflection on Teacher Retention. Social
Science and Humanities, 4 (1), 1─11.
Kendyll, S. (2001). What New Teachers Need. Leadership, 30 (3), 18 ─ 21.
Krasnoff, B. (2014). Teacher Recruitment, Induction, and Retention. Retrieved on 15. 05. 2017, from http://www.k12.wa. us/TitleIIA/EquitableAccess/AppendixD.pdf
Malina, M. A., Nørreklit, H. S. O. and Selto, F. H. (2011). Lessons Learned: Advantages and Disadvantages of Mixed Method
Research. Qualitative Research in Accounting & Management, 8
(1), 59 - 71
Mason, J. (2002). Qualitative Researching (2nd Edition). London: SAGE Publications
Mgaya, R. (2011). Factors Contributing to Teachers’ Attrition in Secondary Schools in Tanzania Mainland. Master’s dissertation, University of Dar es Salaam, Dar es Salaam
Miles, M. B. and Huberman, A. M. (1994). Qualitative Data Analysis (2nd Edition). New York: Sage Publications
Mills, G. E. and Gay, L. R. (2006). Educational Research: Competencies for Analysis and Applications (11th Edition). Boston: Pearson Education Limited
Mulkeen, A. and Chen, D. (2008). Teachers for Rural Schools: Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda. Washington D.C.: World Bank. Retrieved on 03. 04.
, from http://siteresources. worldbank.org /INTAFRRE
GTOPEDUCATION/Resources/444659-
/ED_Teachers_rural_schools_L_M_M_T_U.pdf
Munhall, P. (2011). Nursing Research: A Qualitative Perspective.
Washington: Jones and Bartlett Publishers
Parker, D. (2009). Teachers and Teacher Quality: A Critical Issue in School Mathematics and Science. In Grayson, D.J. (Ed), Critical Issues in School Mathematics and Science: Pathways to Progress (pp. 47 – 59). Pretoria: Academy of Science of South Africa. Retrieved on 12. 03. 2014, from https://www.assaf. org.za/ files/2011/04/STEM-FINAL-WEB.pdf.
Pring, R. (2000). Philosophy of Educational Research (2nd Edition). London: Continuum
Rice, J. K. (2010). The Impact of Teacher Experience: Examining the Evidence and Policy implications. Washington: Urban Institute. Retrieved on 26. 03. 2014, from https://files. eric.ed.g ov/fulltext/ED511988.pdf
Sarantakos, S. (1998). Social Research (2nd Edition). London: MacMillan Press Ltd
Sarantakos, S. (2005). Social Research (3rd Edition). London: MacMillan Press Ltd
United Republic of Tanzania (1995). Education and Training Policy. Dar es Salaam: Ministry of Education and Culture.
United Republic of Tanzania (2014). Education and Training Policy. Dar es Salaam: Ministry of Education and Vocational
Training.
Villan, S. (2002). Mentoring Programs For New Teacher: Models of Induction and Support Education centre. London: Corwin Press.
Wong, H. K. (2004). Induction Programs That Keep the New teachers teaching and improving. National Association of Secondary School Principals (NASSP) Bulletin. 88, 41─ 58.
Wong, H. K., Britton, T. & Ganser, T. (2005). What the World Can
Teach us about New Teacher Induction. Phi Delta Kappan, 86 (5), 379 – 384. Retrieved on 14. 01. 2014, from http://www.newteacher.com/pdf/PDK_Article_Jan05.pdf
Yin, R. K. (2009). Case Study Research: Design and Method (4th Edition).
Thousand Oaks, CA: SAGE
