Effective Mentoring to Improve Job Satisfaction among Beginner Teachers at South African Primary Schools

Botha, R.J.; Hugo, Jean-Pierre

doi:10.46303/ressat.2021.26

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…By demonstrating a genuine interest in coachees' success and well-being, master teachers create a supportive and nurturing learning environment conducive to growth and development. This was supported by Botha et al (2021) when they said that the implementation of a coaching program for teachers leads to greater job satisfaction and a deeper commitment to the profession. Such the coaching boost teachers' confidence, promotes job satisfaction, improves classroom management, and ultimately enhances students' academic achievements.…”

Section: She Gave Me Pieces Of Advice For Me To Improve My Techniques...mentioning

confidence: 93%

GURO AT GABAY: Mentoring and coaching from the lens of selected public elementary teachers

Galvez,

Azarias

2024

IJRSE

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Mentoring and coaching play critical roles in teacher development and classroom success.Mentoring, a supportive connection between an experienced mentor and a less experienced mentee, offers essential guidance and advice to foster skill and knowledge growth. Coaching provides focused support on specific instructional areas to encourage growth. While mentoring and coaching's importance in education is recognized, more research is needed to understand their combined impact on teacher development, student outcomes, and perceptions. Thematic analysis of extensive texts has elucidated these concepts, culminating in the identification of key themes: Guidance, Uplifting, Retooling, Opportunity, Assistance, and Transformative (GURO AT). These themes, drawn from participants' perspectives under the mentorship of experienced educators, underscore the multifaceted nature of mentoring and coaching in education. Recognizing the potential of mentoring and coaching as transformative tools, this study delves deeper into the factors contributing to their success. The GABAY frameworkcomprising Good relationships, Acceptance, Building a bridge of goals, Application of learning, and Yielding positive outcomes-emerges as a comprehensive guide for fostering effective mentoring and coaching relationships. With findings, the study concludes that by incorporating these factors into mentoring and coaching practices, educators can create meaningful and impactful experiences that enhance teacher development and improve student outcomes. A localized primer may be developed. Notably, effective mentoring and coaching benefit teachers and contribute to the overall quality of education. Therefore, investing in and prioritizing mentoring and coaching initiatives can lead to positive transformations in teaching and learning processes.

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Section: She Gave Me Pieces Of Advice For Me To Improve My Techniques...mentioning

confidence: 93%

GURO AT GABAY: Mentoring and coaching from the lens of selected public elementary teachers

Galvez,

Azarias

2024

IJRSE

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“…Mathipa and Matlabe (2016) posit that mentor's relationship with mentee based amongst others on trust, mutual respect and understanding offer extrinsic motivation which ignites the mentee's interest as well as intrinsic motivation. Some scholars indicated that, successful mentors display certain attributes to the mentees (Botha & Hugo, 2021;Janković, et al, 2016;Tsotetsi & Mile, 2021). Such qualities that a mentor need to display include to be sincere friend, discrete adviser, emphatic, a person who gives energy, a guide, mediator, and someone to rely on.…”

Section: The Review Of Related Literaturementioning

confidence: 99%

Enhancing Self-Efficacy of Beginner Teachers in the Use of E-Portfolio: The Role of a Mentor Teacher

Mokone

Setlalentoa

2023

JCSR

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The term “beginning teacher” describes those individuals who have less than one to three post qualification years in a teaching profession and or individuals who are entering the teaching profession directly from university. A need exists for a beginner teacher in their first year of teaching to have a mentor teacher that will assist them to improve their self-efficacy so that they can be able to achieve quality teaching and learning in any learning environment. Recent studies have shown that there is growing concern with beginner teachers’ self-efficacy on how to deal with and manage the realities of teaching in modern classrooms. A mentor teacher is a teacher who has a wealth of knowledge, learned from experience and is willing to share. The aim of this study was to investigate how the use of e-portfolio may enhance beginner teacher’s self-efficacy with support from their mentor teachers. The beginner teachers are faced with challenges in their first years of teaching; hence they need mentoring, support to improve their self-efficacy. An e-portfolio might be a means which can assist in monitoring and evaluating the professional activity of the beginner teachers, their achievements and develop them. E-portfolio provides openness and transparency when mentoring the teachers. Qualitative data were collected through focus group discussions with fifty-six (56) randomly selected Post Graduate Certificate in Education (PGCE) students at a university of technology and thematic analysis was employed. Findings of this study indicated that beginner teachers needed guidance and support from their mentor teachers for beginner teachers to transform and build their self- efficacy positively and improve in their use of e-portfolio. The study recommends that induction support be used as an approach to improve novice teachers’ teaching performance and self- efficacy in the use of e-portfolio.

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“…Job satisfaction plays an important role in the teaching profession, impacting not only schoolteachers' feelings, behaviors, and thoughts, but also school learners and the education sector itself (Nigama et al, 2018;Sahito & Vaisanen, 2016). South African schoolteachers had experienced a variety of issues at school that negatively played a role in their job satisfaction, including high work pressure, workload, stress, poor working conditions, conflicts, strikes, relationship issues, poor management, poor discipline, lack of support, overcrowded classrooms, poor relationships with school learners, lack of respect from school learners, HIV/Aids impact, job insecurity, unreasonable demands and policies by the South African Department of Basic Education, lack of mentoring, lack of resources, changes in the curriculum, teacher quality, teacher turnover, as well as the Covid-19 pandemic (Botha & Hugo, 2021;Caluza & Niemand, 2019;Dludla, 2019;Iwu et al, 2013;Kamstra, 2005;McKay, 2018;Naidoo, 2019;Okeke & Mtyuda, 2017;Padmanabhanunni & Pretorius, 2021;Shibiti, 2020;Strydom et al, 2012;Swanepoel & Saurombe, 2022;Vermooten, 2018;Wheeler, 2017). Schoolteachers play a vital role in the development and future of any country, and job satisfaction plays a pivotal role in the turnover, retention, productivity, and loyalty rates amongst schoolteachers concerning their occupation (Raymond, 2018).…”

Section: Job Satisfaction Of Schoolteachers In South Africamentioning

confidence: 99%

Psychological Interventions Implemented to Improve Job Satisfaction of Schoolteachers in South Africa: A Scoping Review

de Klerk,

du Toit,

McLeary

et al. 2023

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Job satisfaction levels of South African school teachers are currently impeded by various contextual factors and affect the education system of South Africa. This research study aimed to review the extent of available scientific literature on interventions to improve job satisfaction in South African schoolteachers. A scoping review was conducted to search, appraise, synthesize, and analyze scientific literature on interventions to improve the job satisfaction of South African schoolteachers. The search was conducted between January 2022 and May 2022, and only two studies were synthesized using thematic analysis. Various antecedents influence job satisfaction. Two main themes were identified that included internal school factors (the needs within each specific school(s) and socio-economic status of school and access to resources) and external school factors (monetary rewards, the South African Department of Basic Education, job security, and positive external factors). Due to the complexity of job satisfaction, the formulation of effective interventions should consider various antecedents that accompany the construct. A need for interventions is prevalent, however, the level and strategy of intervention concerning the contextual elements of schools should be highlighted. The research study adds to the current literature regarding the complexity of job satisfaction. Moreover, the lack of scientific literature further highlights the need for interventions.

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Effective Mentoring to Improve Job Satisfaction among Beginner Teachers at South African Primary Schools

Cited by 4 publications

References 9 publications

GURO AT GABAY: Mentoring and coaching from the lens of selected public elementary teachers

GURO AT GABAY: Mentoring and coaching from the lens of selected public elementary teachers

Enhancing Self-Efficacy of Beginner Teachers in the Use of E-Portfolio: The Role of a Mentor Teacher

Psychological Interventions Implemented to Improve Job Satisfaction of Schoolteachers in South Africa: A Scoping Review

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