Departmental heads’ perceptions of novice teachers’ positive and negative characteristics
Peter Babajide Oloba, Monicah Gao Motlhabane & Batsirai Rejoice Tsedura
Abstract
Novice teachers are crucial to shaping the teaching and learning culture in schools, yet their integration into the profession often presents both challenges and opportunities. While existing research has largely focused on their limitations, such as inexperience, burnout, and difficulty applying theory to practice, few studies offer a balanced view of their strengths and weaknesses. This study explores departmental heads’ perceptions of novice teachers in South African public schools. Guided by the interpretivist paradigm, it employed a qualitative, phenomenological design. Ten departmental heads with at least five years of supervisory experience were purposively selected and interviewed using semi-structured interviews. Data were analysed thematically using Braun and Clarke’s framework. Findings revealed that novice teachers often show enthusiasm, technological savviness, idealism, and a strong willingness to learn. However, they also struggle with time management, assessment skills, overwhelming workloads, professional competence, and ethical conduct. The study recommends structured mentorship, targeted professional development, support for emotional and time management, and performance monitoring systems. These strategies could improve novice teacher integration, enhance retention, and promote school improvement.
Keywords
departmental heads, novice teachers, positive characteristics, professional curiosity, teacher development, time management
Author information & Contribution
Peter Babajide Oloba. Corresponding author. PhD. Lecturer, Department of Languages, Cultural Studies and Applied Linguistics, Faculty of Humanities, University of Johannesburg. Email: olobapeter4u@gmail.com
Monicah Gao Motlhabane. PhD. Post-doctoral Research Fellow, Department of Education Leadership and Management, Faculty of Education, University of Johannesburg. Email: monicahmot@gmail.com
Batsirai Rejoice Tsedura. Med Student, Department of Education Leadership and Management, Faculty of Education, University of Johannesburg. Email: rejoicebatsirai@gmail.com
“All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript.”
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines set by the University of Johannesburg. The conduct of this study has been approved and given relative clearance(s) by the Faculty of Education Research Ethics Committee.
AI Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used QuillBot in paraphrasing ideas and correcting the grammatical errors. The author takes full responsibility in ensuring proper review and editing of content generated using AI.
Notes
Acknowledgement
References
Ahmed, J., Burdi, A., & Abbasi, F. A. (2024). Embracing innovation: teachers’ adoption of artificial intelligence in education. Journal of Development and Social Sciences, 5(4), 609-617. https://doi.org/10.47205/jdss.2024(5-IV)53
Alele, F., & Malau-Aduli, B. (2023). An introduction to research methods for undergraduate health profession students. North Queensland: James Cook University.
Aliazas, J.C., Del Rosario, A.P. & Andrade, R.R. (2023). Teaching efficacy structures and influencing factors in promoting success and retention among pre-service teachers. International Journal of Educational Management and Development Studies, 4 (3), 90-109. https://doi.org/10.53378/353011
Allen, J. R. (2024). Perspectives of novice kindergarten through grade 3 teachers on the challenges of teaching (Doctoral dissertation, Walden University).
Ayton, D., Tsindos, T., & Berkovic, D. (2023). Phenomenology: qualitative research – a practical guide for health and social care researchers and practitioners. Monash University
Ben-Amram, M., & Davidovitch, N. (2024). Novice teachers and mentor teachers: from a traditional model to a holistic mentoring model in the postmodern era. Education Sciences, 14(2), 143-159. https://doi.org/10.3390/educsci14020143
Bertram, C. (2023). A systems approach to understanding novice teachers’ experiences and professional learning. Journal of Education (University of KwaZulu-Natal), 90, 11-31. https://doi.org/10.17159/2520-9868/i90a01
Bjorklund Jr., P. (2023). “I kind of have that place to sit”: First-year teachers’ experiences of belonging. Teaching and Teacher Education, 131, 1-10. https://doi.org/10.1016/j.tate.2023.104187
Black, D., Hine, G., & Lavery, S. (2023). Exploring challenges faced by early-career primary school teachers: A qualitative study. Australian Journal of Teacher Education (Online), 48(8), 1-20. https://doi.org/10.14221/1835-517X.6147
Boss, J. (2020). Research ethics step by step. In: Research ethics for students in the social sciences. Springer, Cham.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Burden, P. R. (2025). Classroom management: Creating a successful K-12 learning community. 8th edition, John Wiley & Sons.
BusinessTech Newsletter (2025). Budget speech. 50% of South African teachers want to leave. Accessed at https://businesstech.co.za
Candra, N. N. P. (2025). Pre-service EFL teachers’ anxiety during teaching practicum at senior high school: Causes and solutions. RETAIN: Journal of Research in English Language Teaching, 13(2), 1-10.
Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. Turkish Online Journal of Educational Technology-TOJET, 20(1), 105-113.
Chen, J. J. (2023). Pedagogical adaptability as an essential capacity: Reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction. Journal of Early Childhood Teacher Education, 44(4), 723-746. https://doi.org/10.1080/10901027.2022.2147879
Cruz, A. A. D., & Alzate, M. M. B. (2022). Challenging prospective elementary teachers to mitigate academic procrastination. Journal of Positive School Psychology, 6(3), 5445-5456.
Dahal, N., Neupane, B. P., Pant, B. P., Dhakal, R. K., Giri, D. R., Ghimire, P. R., & Bhandari, L. P. (2024). Participant selection procedures in qualitative research: experiences and some points for consideration. Frontiers in Research Metrics and Analytics. 9, 1-13. https://doi.org/10.3389/frma.2024.1512747
Dahal, S. (2022). Using rubrics in continuous assessment systems: A narrative inquiry (Doctoral dissertation, Kathmandu University School of Education).
Dai, T., Chung, H., Sack, J. K., Sánchez, B., & Monjaras-Gaytan, L. Y. (2024). Intrinsic motivation and school outcomes for underprivileged urban high school students. The Journal of Experimental Education, 1-29. https://doi.org/10.1080/00220973.2024.2334045
Dyosini, T.P. (2024) Professional development of teachers: Perceptions and challenges of foundation phase teachers, South African Journal of Childhood Education 14(1), 1-13. https://hdl.handle.net/10520/ejc-sajce_v14_n1_a1572
Felisilda, A. U., Labitad, G. F., & Comon, J. D. (2024). Challenges and performance of novice teachers: Basis for school management plan. American Journal of Arts and Human Science, 3(4), 96-118. https://doi.org/10.54536/ajahs.v3i4.3866
Fouche, C. B., Strydom, H., & Roestenburg, W. J. H. (2021). Research at grass roots: For the social sciences and human service professions (5th ed.). (pp. 289–307). Van Schaik Publishers.
Gaikwad, S., Wadegaonkar, A., Mitra, G., & Chakravarty, D. (2023). Assessment literacy, current assessment practices, and future training: Reflections of teachers in higher education. International Journal of Learning, Teaching and Educational Research, 22(7), 1-29. https://doi.org/10.26803/ijlter.22.7.1
George, T. (2022). Semi-structured interview: Definition, guide & examples. Scribe.
Green, A. M. (2023). Mentor teachers as reciprocal learning partners for equity. (Doctoral thesis, University of California).
Heidari, A. (2024). Examining learners’ evaluative judgement supported by technology-enabled feedback information. (Dissertation, Georgia State University).
Hogan, J. P., & White, P. (2021). A self-study exploration of early career teacher burnout and the adaptive strategies of experienced teachers. Australian Journal of Teacher Education, 46(5), 18-39 https://search.informit.org/doi/10.3316/informit.051011407741269
Jomuad, P. D., Antiquina, L. M. M., Cericos, E. U., Bacus, J. A., Vallejo, J. H., Dionio, B. B., … & Clarin, A. S. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Policy Research and Review. 8 (2), 48-53. https://doi.org/10.15739/IJEPRR.21.007
Karlberg, M., & Bezzina, C. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624-641. https://doi.org/10.1080/19415257.2020.1712451
Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12, 1-4. https://doi.org/10.3389/fpsyg.2021.771272
Lasekan, O. A., Pachava, V., Godoy Pena, M. T., Golla, S. K., & Raje, M. S. (2024). Investigating factors influencing students’ engagement in sustainable online education. Sustainability, 16(2), 1-15 https://doi.org/10.3390/su16020689
Lilly, J. D., Wipawayangkool, K., & Pass, M. (2022). Teaching evaluations and student grades: That’s not fair! Journal of Management Education, 46(6), 994-1023. https://doi.org/10.1177/10525629221084338
Lin, X., & Huang, H. (2023). Novice teachers’ identity exploration in their relations with parents in an era of social networking sites: A case study in China. Social Sciences & Humanities Open, 8(1), 1-7. https://doi.org/10.1016/j.ssaho.2023.100752
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Madibana, E. (2021). Transitioning from University to Workplace: Experiences of Novice Teachers in Rural Schools (Master’s thesis, University of Pretoria, South Africa).
Madlela, B. & Umesh, R. (2024). Utilising educational technologies to support inquiry-based learning in natural science. International Journal of Educational Management and Development Studies, 5(3), 172-197. https://doi.org/10.53378/ijemds.353093
Makoa, M. M., & Segalo, L. J. (2021). Novice teachers’ experiences of challenges of their professional development. International Journal of Innovation, Creativity and Change, 15(10), 930-942.
Malabanan, J.L., Briones, E.O. & Madrideo, J.V. (2022). Pre-service teachers’ readiness on online learning and their 21st century pedagogical skills. International Journal of Educational Management and Development Studies, 3(3), 79-97. https://doi.org/10.53378/352909
Marimon-Martí M, Romeu T, Ojando ES, Esteve González V. (2023). Teacher digital competence: self-perception in education students. Pixel-Bit, Rev De Medios Y Educ. 65(2022), 275–303. https://doi.org/10.12795/pixelbit.93208
Masood, S., Siddiqui, M. F., & Arif, K. (2022). Challenges pre-service teachers face during teaching practicum: An anatomy of teachers’ education programmes. VFAST Transactions on Education and Social Sciences, 10(2), 131-141. https://doi.org/10.21015/vtess.v10i2.1049
Mat, N. C., & Jamaludin, K. A. (2024). Effectiveness of practices and applications of student-centred teaching and learning in primary schools: A systematic literature review. Int. J. Acad. Res. Progress. Educ. Dev., 13(3), 1025-1044. http://dx.doi.org/10.6007/IJARPED/v13-i3/21733
Mbhele, T. (2024). Novice teachers’ challenges and strategies in coping with COVID-19 at a rural school. International Journal of Studies in Inclusive Education, 1(1), 7-17. https://doi.org/10.38140/ijsie.v1i1.1258
Momdjian, L., Manegre, M., & Gutiérrez-Colón, M. (2024). Assessing and bridging the digital competence gap: A comparative study of Lebanese student teachers and in-service teachers using the DigCompEdu framework. Discover Education, 3, 1-23. https://doi.org/10.1007/s44217-024-00308-2
Nemaston, A. R. (2020). Novice teachers’ experience of support from the Head of Department in primary schools. University of Pretoria (South Africa).
Nwoko, J. C., Anderson, E., Adegboye, O., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2024). Navigating teachers’ occupational well-being in the tides of classroom processes and school structures. Education Sciences, 14(11), 1-12. https://doi.org/10.3390/educsci14111225
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 1-32. https://doi.org/10.3390/ijerph182312763
Palmer, S. N. (2023). A phenomenological study of novice teachers’ experiences with diverse classroom readiness. Doctoral Dissertations and Projects.
Pervin, N., & Mokhtar, M. (2022). The interpretivist research paradigm: A subjective notion of a social context. International Journal of Academic Research in Progressive Education and Development, 11(2), 419-428. http://dx.doi.org/10.6007/IJARPED/v11-i2/12938
Pierson, E. M. (2023). Preservice teacher education programs, novice teachers, and classroom management preparation, International Journal of Undergraduate Research and Creative Activities: 13(1), 1-11. https://doi.org/10.7710/2168-0620.0285
Pilous, R., Leuders, T., & Rüede, C. (2023). Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning. Teaching and Teacher Education, 129, 1-10. https://doi.org/10.1016/j.tate.2023.104149
Rajsiglová, I., & Mihulová, K. (2023). The influence of undergraduate preparation on professional beginnings in school practice of novice teachers. In D. Otega-Sánchez (Ed.) Education Annual Volume 2023. IntechOpen.
Ramnarain, U., & Malope, M. (2023). Comparing the technological pedagogical content knowledge-practical proficiency of novice and experienced life sciences teachers. South African Journal of Education, 43(4), 1-10. https://hdl.handle.net/10520/ejc-educat_v43_n4_a9
Russell, M. B., Attoh, P. A., Chase, T., Gong, T., Kim, J., & Liggans, G. L. (2020). Examining burnout and the relationships between job characteristics, engagement, and turnover intention among US educators. Sage Open, 10(4), 1-15. https://doi.org/10.1177/2158244020972361
Schaefer, L., Hennig, L., & Clandinin, J. (2021). Intentions of early career teachers: Should we stay or should we go now? Teaching Education, 32(3), 309-322. https://doi.org/10.1080/10476210.2020.1730317
Silva, R., Farias, C., & Mesquita, I. (2021). Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review. European Physical Education Review, 27(4), 798-816. https://doi.org/10.1177/1356336X21995216
Siregar, V. V., & Fatonah, S. (2022). The verbal and nonverbal reinforcement approach is emotion control to increase self-confidence of elementary school students. Jurnal Ilmiah Sekolah Dasar, 6(3), 501-508. https://doi.org/10.23887/jisd.v6i2.45329
Stewart, T. T., & Jansky, T. A. (2022). Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 1, 1-9. https://doi.org/10.1016/j.tatelp.2022.100002
Sydnor, J., Davis, T. R., & Daley, S. (2024). Learning from the unexpected journeys of novice teachers’ professional identity development. Education Sciences, 14(8), 895-916. https://doi.org/10.3390/educsci14080895
Tenny, S., Brannan, J. M., & Brannan, G. D. (2022). ‘Qualitative’ studies. StatPearls [Internet], StatPearls Publishing, FL, (2), 93-187. https://www.ncbi.nlm.nih.gov/books/NBK470395
Trujillo-Torres, J. M., Aznar-Díaz, I., Cáceres-Reche, M. P., Mentado-Labao, T., & Barrera-Corominas, A. (2023). Intergenerational learning and its impact on the improvement of educational processes. Education Sciences, 13(10), 1-16. https://doi.org/10.3390/educsci13101019
Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714-731. https://doi.org/10.1080/02607476.2021.1942804
Cite this article:
Oloba, P.B., Motlhabane, M.G. & Tsedura, B.R. (2025). Departmental heads’ perceptions of novice teachers’ positive and negative characteristics. International Journal of Educational Management and Development Studies, 6(3), 269-303. https://doi.org/10.53378/ijemds.353252
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Related articles:
Most read articles
- Social media usage and the academic performance of Filipino junior high school students
- Exploring the factors influencing commuters’ satisfaction and the use of public utility buses in Quezon City, Philippines
- A narrative exploration of romantic experiences and ideal relationship standards among Filipino Gen Z
- Students’ exposure to social media and their radical involvement on the societal issues in the Philippines
- ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- Senior high school students’ awareness and literacy on computer software applications
- Self-perception of ABM students towards their academic, social and emotional college preparedness
- Enhancing financial literacy among Pantawid Pamilyang Pilipino Program beneficiaries
- Emotional intelligence and leadership efficacy of university student leaders