Challenges Facing Novice Teachers: The Case Of Selected Schools In The Zambezi Region Of Namibia

Abstract

The purpose of this study was to investigate the challenges facing novice teachers: the case of selected schools in the Zambezi region. Qualitative research study was carried out and a case study approach was used to select six schools. The study used unstructured or semi-structured techniques in data collection. A non- probability sampling technique namely purposeful sampling was used. The researcher purposefully selected informative rich participants in order to get more information on the phenomenon under study. Seventeen (17) newly appointed teachers, twelve (12) experienced teachers, four (4) heads of department (HODs) and two (2) school principals were selected as participants. This means that the sample size for the study consists of 35 participants from the Zambezi region. Qualitative data was carefully analysed manually and grouped into themes. The findings of this study revealed that even though regional and circuit officials were aware of their responsibilities to provide novice teachers with necessary training, they had a mixed understanding of the importance of such responsibilities. Evidence from the findings shows that inadequate in-service teacher training and lack of information and knowledge of what novice teachers go through: A perspective of novice and experienced teachers and most challenges faced by novice teachers in Zambezi region. Teachers were found to have mixed attitudes towards the provision of proper training. It was also established that the assistance being provided to schools by regional and circuit offices was inadequate. The study recommended that the Ministry of Education carries out awareness campaigns and training sessions for all education officers. The study further recommended the regional education officers of the Zambezi region to train teachers and provide information and to support novice teachers. The conclusions drawn from this study are that there are challenges facing novice teachers in providing the necessary support in schools.