Induction and Mentoring of Beginning Secondary School Teachers: A Case Study

Jared Keengwe, Emmanuel Adjei Boateng


The purpose of this study was to examine the experiences of beginning secondary school teachers in Ghana: their challenges, induction process, and the support available for them, and identify the need for a formal induction and mentoring policy for beginning teachers. Beginning secondary school teachers reported many challenges including delayed payment of salaries, problems with classroom management and assessment, and inadequate learning materials. The findings suggest that beginning teachers were not properly inducted into the teaching profession. Therefore, there is need for the government to create formal induction and mentoring policy for beginning teachers.

Full Text:



Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Copyright © Macrothink InstituteISSN 1948-5476