1. TEACHER INDUCTION

2. THE CONTEXT  No readily available generic or replicable teacher induction programmes  Lack of effective inductions lead to low teacher retention and high staff turnover  After learner characteristics, it is teacher characteristics that have the greatest influence on learning outcomes (Hattie, 2009)

3. INDUCTIONS PROGRAMMES ARE SCHOOL SPECIFIC  New teachers introduced to systems and procedures – staff handbook  Mentor or buddy appointed to new teacher  Head of Department mentors new teacher  Forms part of Deputy, Chaplain or management member’s job profile

4. PURPOSE OF INDUCTION  Integrate new staff – ethos, school culture, profession  Develop skills and attributes for a successful career  Develop well-functioning teachers

5. PSYCHOLOGICAL MEANINGFULNESS AT WORK  Work – role fit  Job enrichment  Supportive co-worker relationships  Facilitative supervisor relationship (Manik & Rothman, 2015)

6. Work-role fit  Identify own educational philosophy  Establish teaching style – own voice  Personal aspirations (personal, professional and financial goals)  Recognise how frame of reference informs behaviour and expectations

7. Job enrichment  Develop innovative teaching styles  Develop effective classroom management style  Develop content knowledge and ways to create new content  Map a career path

8. Supportive co-worker relationships  Model desired behaviour  Cope with low sense of general well-being  Negotiate scarcity of resources  Manage politics in the staffroom

9. Facilitative supervisor relationship  Make expectations very clear  Make sense of complex, stressful environment  Counter the hidden curriculum  Find activities congruent with values and strengths  Reach for intrinsic motivation

10. SUGGESTIONS  Integrated staff development programme/IQMS  Implemented by management staff  Current; in line with the “real” systems and procedures  Help new teachers find meaningfulness in their work  Embody school ethos, culture and teaching profession

11. REFERENCES Hattie, J. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge. Janik, M., & Rothmann, S. (2015). Meaningful work and secondary school teachers' intention to leave. South African Journal of Education, 35(2), 01-13.