Problem Statement: Many schools use induction programmes with the aim of contributing to novice teachers' well-being and professional development. However, the content of induction programmes varies across schools and countries. Given that existing studies do not conclusively establish the programme components with the greatest potential to affect the quality and retention of novice teachers, more research is needed to explore the aspects of induction programmes that are most productive.1 This paper is based on a Master's dissertation titled "Novice teachers' perceptions of schoolbased induction programmes at selected primary schools in Windhoek, Namibia" completed at the University of South Africa in the Department of Educational Leadership and Management under the supervision of Prof. Dr. Sello Mokoena in 2014.
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