Induction of newly qualified teachers in the Seychelles : professional and organisational dimensions

• Main Author: Marie, Sherley
• Published: University of Warwick 2012
• Subjects: 370; LB Theory and practice of education
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582208

This thesis presents the findings from exploratory research on the induction of newly qualified teachers (NQTs) in Seychelles. The Seychelles education system has no formal policy or framework for the induction of NQTs. The research aimed at discovering if and how NQTs were inducted and supported during their first years of teaching. The management and implementation of induction were examined and NQTs’ perceptions of their induction experiences were sought, thus bringing to light their socialisation process within their institution. The research is significant as it is the first major study of induction and mentoring in both primary and secondary schools in the country, targetting a cohort of new teachers. It explored the issue of induction and mentoring holistically by using mixed methods. The NQTs’ perceptions of their induction and subsequent mentoring were obtained through a survey questionnaire. In addition, key officials and policy makers in the Ministry of Education were interviewed, to ascertain their intentions and expectations of new teacher induction. Finally, three case studies (two in primary schools and one in a secondary school) were carried out, enabling the researcher to explore the induction and mentoring practices in these schools in depth. The findings revealed that induction in the Seychelles is incidental, lasting for about a week. The head teachers play a pivotal role in welcoming new teachers only and the subject leaders play the dual role of mentors and assessors. The induction process is not successful because school leaders lack the expertise to design, implement and evaluate their induction programmes. Hence, this research leads to a proposal for an induction model with implications for policy development and with a recommendation for a decentralised induction process which will cater for, the socialisation, the improved competence and the continued professional development of novice teachers.