Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes

Abstract

The probation period for Newly Qualified Teachers (NQTs) in Kenya has hardly been studied. Universities have produced thousands of teachers, but it is not clear as to their experiences in schools. This study examines the experiences of graduate teachers during their probation period (first 2 years of service) in order to find out their expectations, surprises, difficulties and the extent of assistance received from mentors. Finally, teachers' suggestions for improvement of the induction process are examined. The study shows that induction of NQTs in Kenya is haphazard and informal. Teachers seldom benefit from it. Recommendations are made about how to improve the NQT induction process, particularly the content, organisation, delivery and evaluation.