Perceived problems of the beginning teachers in Namibian schools

Abstract

Abstract provided by author:This study was aimed at studying the beginning teachers' problems, their causes and the extent to which such problems are addressed by principals, the beginning teachers themselves and the Ministry of Basic Education and Culture as a whole. Two research instruments were use to collect data, namely the beginning teachers' questionnaire and the school management questionnaire. The beginning teachers' questionnaire was administered to thirteen beginning teachers, while the school management questionnaire to ten principals. The frequency tables were used to analyze the data collected

The results indicated that the beginning teachers experienced a number of problems. These problems were in the areas of handling disciplinary problems, lack of professional knowledge and skills, issues related to parental involvement in the education of their children, interaction with school community members, and poor leadershIp and management styles of the school pnncIpals. The causes of the the beginning teachers' problems were identified as personal and situational-related problems and deficiencies of the teachers' training. The principals identified problems similar to those of the beginning teachers. They also identified the causes of the beginning teachers' problems which included the lack of in-depth subject knowledge, disciplinary problems, lack of understanding and interpretation of the syllabus and poor pre-service training

The beginning teachers obtained assistance to address their problems from principals, senior teachers, mentors, advisory teachers and Head of Departments. Support for beginning teachers remained generally unco-ordinated and non-uniform. The conclusion reached was that the beginning teachers in this study experienc various problems during their first year of teaching. The problems that tb encountered need to be addressed by the policy makers and implementers. A list issues (personal and situational- related problems and deficiencies of the teacl training) could be seen as causes of the beginning teachers' problems. The stt suggest that support to the beginning teachers should address their needs: problems, hence the need to introduce induction programs country wide for all beginning teachers