Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education
Year: 2025
[PDF]
Empowering Novice Teachers through Collaborative Leadership: Integrating Innovative Pedagogies and Supportive Practices in Diverse Educational Environments
Clayton Pieters
ABSTRACT:
Extensive research on teacher support highlights the significance of effective induction programmes for novice teachers, both locally and globally, emphasising the need for collaborative leadership strategies in schools. Despite the importance of teacher support, many novice teachers face significant challenges in their early years of teaching. This study explored novice teachers’ experiences in the Metro Central Education District, Western Cape, concentrating on collaborative leadership strategies required to improve their professional development. The research aim was to identify the challenges novice teachers encounter and determine the collaborative leadership strategies applied to address these challenges. This interpretive study employed a qualitative case study design to explore the impact of school leadership strategies on the support of novice teachers in the Western Cape. Semi-structured interviews were conducted, and the 32 participants from four public schools in the Metro Central Education District were selected using purposive sampling. The findings revealed that novice teachers face several challenges, including limited support from their school management team members and low job satisfaction due to poor school culture. This study adds to literature on novice teacher support, AI-driven supportive platforms and teacher professional development, recommending collaborative leadership strategies, comprehensive induction programmes and mentorship initiatives.
Keywords: Collaborative Leadership, Inclusive School Culture, Teacher Support, Induction Programmes, Professional Development