Mentoring Newly Appointed Teachers in Rural South African Schools: The Role of School Management Teams in Chris Hani East District

This article explores the role of School Management Teams (SMTs) in mentoring newly appointed teachers within a secondary school in the Chris Hani East District, South Africa. With a large portion of South Africa’s teaching workforce approaching retirement, the successful induction and retention of novice teachers has become a national imperative. The study adopted a qualitative research approach using a phenomenological design to explore the lived experiences of SMT members and newly appointed teachers. Data was collected through semi-structured interviews with a purposive sample comprising the principal, one Head of Department, and four newly appointed teachers. Thematic analysis was employed to identify key trends in mentorship practices. Findings reveal that although SMTs are willing to support newly appointed teachers, their efforts are hindered by a lack of time, training, and resources. Informal mentoring structures dominate, often leading to inconsistent outcomes. The study is underpinned by Organisational Socialisation Theory, which frames mentorship as a structured process essential for effective role adjustment. The article recommends the formalisation of mentoring programmes, capacity building for SMTs, and clear policy guidelines from the Department of Basic Education. These measures are vital for improving teacher retention and ensuring quality education in under-resourced South African schools.