Encounters of Newly Qualified Teachers with Micro-Politics in Primary Schools in Zimbabwe

Autor/inn/en	Magudu, Snodia; Gumbo, Mishack
Titel	Encounters of Newly Qualified Teachers with Micro-Politics in Primary Schools in Zimbabwe
Quelle	In: South African Journal of Education, 37 (2017) 2, Artikel 1264 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Magudu, Snodia) ORCID (Gumbo, Mishack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Politics of Education; Work Environment; Teaching Experience; Organizational Climate; Organizational Culture; Semi Structured Interviews; Focus Groups; Teacher Attitudes; Beginning Teacher Induction; Teacher Placement; Social Justice; Teaching Conditions; Extracurricular Activities; Teacher Workshops; Faculty Development; Tenure; Social Status; Professional Identity; Access to Information; Elementary School Teachers; Qualitative Research; Phenomenology; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Educational policy; Bildungspolitik; Arbeitsmilieu; Organisationsklima; Unternehmenskultur; Lehrerverhalten; Soziale Gerechtigkeit; Lehrbedingungen; Unterrichtsbedingungen; Außerunterrichtliche Aktivität; Amtszeit; Beschäftigungsdauer; Sozialer Status; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Simbabwe
Abstract	This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations in their schools during induction and locates these experiences within the broader context of their professional development. Data was collected through semi-structured interviews and a focus group discussion, and analysed using an abridged version of Hycner's (1985) framework for phenomenological explication of interview data proposed by Groenewald (2004). The findings revealed that the beginners' micro-political experiences mainly revolved around themes such as exploitation and marginalisation, lack of respect and recognition, lack of access to information about the scheme-cum-plan and dealing with the micro-political realities. Furthermore, the findings suggest that although the newly qualified teachers (NQTs) displayed some micro-political literacy, the strategies they adopted to counter adverse micro-political actions were limited. Findings reflect an inability by schools to contain micro-political activity, which in some instances might have been so rabid that it distracted the attention of the beginners from the process of learning to teach. We conclude the article by suggesting areas for further research on micro-politics and new teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01