The inadequate induction of novice educators: a leadership failure?

Abstract

A model of long-term leadership is used as a conceptual tool to analyse qualitative data from an investigation into the induction of novice educators conducted in Community Junior Secondary Schools in Gaborone, Botswana. It is argued that the inadequate induction of novice educators reflects a failure of school leadership. Interview data are presented on features of induction programmes and the degree of support rendered to novices by relevant role players. The article concludes with a critical appraisal of the leadership inadequacies regarding the induction of novices.