Factors Affecting Induction of Novice Teachers

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Investigating the induction of novice teachers in Solwezi District, Zambia, the study reveals that although some induction practices exist, they vary significantly in content and duration, largely at the discretion of school administrators. Mentors often lack proper training, leading to ineffective support. Common methods include orientations and workshops, but attendance is poor due to scheduling conflicts. The absence of a mandatory induction policy and inadequate funding further complicate the process, highlighting the need for a collaborative approach among stakeholders to enhance teacher development.