A STRENGTH-BASED MENTORSHIP PROGRAMME FOR NOVICE TEACHERS ILLUMINATED BY ACQUIRED STRENGTHS

The lyrics from “Another brick in the wall’ by Pink Floyd released in 1979 inadvertently puts teachers on the backfoot, especially when the society can’t help to sing along. Although the song voices the feelings of many young adults pondering about teachers ruining their freedom by forceful actions of superiority, the majority of children, however, deem their primary school teachers as heroes. High school learners on the other hand, find themselves in a tussle with teachers; whether it might be an authority challenge or the need to be heard. Annually novice teachers instinctively rock up at schools as young and energetic postgraduates hoping to impact children’s lives; often finding themselves exhausted after their first year, occasionally considering leaving the profession. Is this an indication that novice teachers are unprepared for reality? This paper will not dispute any level of content knowledge nor ability to teach but will investigate whether a one-year internship could be beneficial to young graduates entering the teaching sphere. Professions in medical, engineering, accounting, and law require postgraduates to complete at least a calendar year internship prior to becoming full members. Some even expect their candidates to pass board exams including extending certain skills. On the other hand, our education students are only required to complete 21 weeks across their four years at university for full employment. Mastering some soft skills before postgraduate shoulder responsibility in the classroom setup could prove to be a valuable commodity in the education profession; with seasoned educators playing a vital part to instil these soft skills. Internships overall suggest that being present in the day-to-day activities often offer opportunities for growth which repeatedly include people management, integrating theory and practice. The study will aim investigate how strengths-based coaching can be utilized to assist mentors and novice teachers during their internship year. Research about strength-based coaching indicate that applying formerly acquired strengths to new challenges, could guide an individual to a higher percentage of achieving success.