Beginner Teachers in South Africa: School Readiness, Knowledge and Skills

This report summarizes the findings of the first wide-scale study of South African teachers in the first few years of their careers undertaken in five South African provinces. Employing both qualitative and quantitative research methodologies, the survey examined the perceptions novice teachers held about their skills and competency and those of school managers about the teacher’s performance in provinces selected due to their relatively high absorption of fledgling instructors. Among the findings presented are a need for the department of education to assume a critical and supportive role in the development of the beginners, the importance of a multisectoral approach in improving conditions in schools, and the necessity of ongoing investigations into effective teaching.