DSpace Repository

The management task of the principal with regard to newly appointed non-beginner teachers

Show simple item record

dc.contributor.author Mokhethi ME en
dc.date.accessioned 2016-09-22T07:16:45Z
dc.date.available 2016-09-22T07:16:45Z
dc.date.created 1995 en
dc.date.submitted 1997 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/10336
dc.description.abstract It is important that the principal, in his execution of the management task, should take cognisance of the fact that the newly-appointed non-beginner teacher must be offered assistance. As a new staff member, he needs guidance regarding the policy and expectations of the school despite the experience he gained in the previous school. The management style of the principal of the school where he is newly employed may differ radically from that of the principal of the previous school. Briefly, in his staff development task, the principal should design a programme for inducting the newly appointed non-beginner teacher into his school. In Chapter One, the newly-appointed non-beginner teacher was defined as a teacher who comes from one school and accepts a post in another school for the first time. This teacher is the one who may have been transferred or resigned from school A and who has accepted a post in the next school. Furthermore, in this chapter the statement of the problem was identified and the concepts were clarified. The second chapter highlights the problems that are encountered by the newly appointed non-beginner teacher. Such problems may be personal problems or problems that are administrative in nature or caused by the senior colleagues and the principal. The problems that are caused by ignorance of the school climate, school culture and school community are also portrayed. A distinction is also made between business management problems and the school management problems. In Chapter Three the focus of the discussion is based on the induction of the newly appointed non-beginner teacher to avoid adjustment problems of the teacher. The roles played by the principal, the deputy principal, the H.O.D., mentors and other senior teachers are emphasised. The data supplied by the principals and the newly-appointed non-beginner teachers are empirically analysed and interpreted in Chapter Four. en
dc.language English en
dc.subject Education en
dc.subject School principal en
dc.title The management task of the principal with regard to newly appointed non-beginner teachers en
dc.type Masters degree en
dc.description.degree M Ed en

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record