Beginner Teachers in South Africa

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School Readiness, Knowledge and Skills Despite a strong emphasis on teacher education and development in post-apartheid South Africa, statistics show a low retention of beginner teachers in the teaching profession. This trend has serious implications for learner outcomes, given the contribution teachers can and should make to learner achievement. Beginner Teachers in South Africa is the first wide-scale study of teachers in the first three years of their careers and offers substantive evidence suggesting the need for interventions to support them. Based on research undertaken in five South African provinces selected because of their relatively high absorption of beginner teachers, it examines the perceptions of novice teachers about their own skills and competencies and conversely, the perceptions of school managers about their performance. Employing both quantitative and qualitative research methodologies, the study highlights the critical and supportive role the Department of Education needs to play, the importance of a multi-sectoral approach in improving school conditions, and the need for continued investigation into effective teaching. This support for beginner teachers is essential both to retain them and to develop good teaching practice that will result in successful learners.

1 INTRODUCTION
Conceptual framework
Literature review
Summary

2 RESEARCH METHODOLOGY
Introduction
Research questions
Research design

3 DATA PRESENTATION AND ANALYSIS
Data from beginner teachers
Discussion of data from beginner teachers
Data from school managers

4 CONCLUSION
Implications for policy-makers and school managers

Fabian Arends is a research specialist in the Education, Science and Skills Development research programme at the HSRC.

Dr Makola Phurutse is a former researcher in the Education, Science and Skills Development research programme at the HSRC.