The Roles of Experienced Teachers in Inducting Novice Teachers in Tanzania

Abstract

This paper reports findings on the investigation of the roles of experienced teachers in the induction of novice teachers in Tanzania. More specifically, the study aimed at establishing the roles experienced teachers play in the induction of novice teachers in secondary schools; and investigating the impact of induction on novice teachers. Informed by the mixed method approach, the study used purposive and stratified random sampling techniques to draw a sample of 86 participants. Quantitative data was analysed using the Statistical Package for Social Sciences whereas qualitative data was analysed using Miles and Huberman’s stages of qualitative data analysis: data reduction, display and deduction. The study has established that experienced teachers assisted novice teachers despite lacking proper mentorship skills. It has also established that the induction of new teachers is critical for all newly-employed teachers to smoothen their settling in new work stations. Thus, the study concludes that there was a need to standardise and systematise the induction of novice teachers in Tanzania.