- Title
- Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Creator
- Dlani, Siyongwana Archibald
- Subject
- Teachers -- Training of -- South Africa -- Eastern Cape
- Subject
- Teachers -- In-service training -- South Africa -- Eastern Cape
- Subject
- Mentoring in education -- South Africa -- Eastern Cape
- Subject
- School management and organization -- South Africa -- Eastern Cape
- Subject
- Schools -- South Africa -- Eastern Cape
- Subject
- King William's Town (South Africa)
- Date Issued
- 2012
- Date
- 2012
- Type
- Thesis
- Type
- Masters
- Type
- M Ed
- Identifier
- vital:16184
- Identifier
- http://hdl.handle.net/10353/d1006244
- Identifier
- Teachers -- Training of -- South Africa -- Eastern Cape
- Identifier
- Teachers -- In-service training -- South Africa -- Eastern Cape
- Identifier
- Mentoring in education -- South Africa -- Eastern Cape
- Identifier
- School management and organization -- South Africa -- Eastern Cape
- Identifier
- Schools -- South Africa -- Eastern Cape
- Identifier
- King William's Town (South Africa)
- Description
- The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Format
- 173 leaves; 30 cm
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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