Exploring the use of Collaborative Leadership Strategies to support and retain novice teachers in the Western Cape

Abstract

The alarming retention rates of novice teachers have become a global concern, with far-reaching consequences for education systems worldwide. Novice teachers endure a harsh reality shock when shifting from student teacher to qualified teacher, frequently experiencing challenges such as policies, insufficient resources, and a lack of support from the School Management Teams (SMTs). This interpretive qualitative study explored novice teachers’ experiences in the Western Cape, concentrating on the collaborative leadership strategies required to improve their professional development and retention within the teaching profession. Semi-structured interviews were conducted and the participants, comprising novice teachers, senior teachers, and SMT members, provided valuable insights into the complexities of novice teachers’ experiences. The findings suggested that novice teachers in the Western Cape face a number of challenges, including insufficient support from their SMT members, insufficient resources to provide quality education to their learners, and low job satisfaction due to poor school cultures. Furthermore, the study found that many novice teachers plan to exit the teaching profession. This study adds to the current literature on teacher retention and professional development, emphasising the importance of collaborative leadership in creating supportive educational environments. This study recommends the adoption of collaborative leadership strategies to foster supportive school environments, alongside the development and implementation of comprehensive induction programs, mentorship initiatives, and amendment of the QMS policy to promote novice teacher support, well-being, and on-going professional development.