Why investing in early-career teachers is priceless

THIS year, World Teachers’ Day - celebrated on October 5 - emphasised collaboration under the theme “Recasting teaching as a collaborative profession”.

- LUCIA VAN DER RHEEDE & LORNA DREYER

Research indicates that early-career teachers in South Africa face many contextual challenges, particularly in low socioeconomic contexts. This is exacerbated by not always receiving support and guidance from more experienced teachers and senior management.

Inclusive education — the inclusion of all students, regardless of their abilities, in mainstream classrooms, emphasising diversity and individualised support - has long been recognised as a fundamental human right internationally. In South Africa it is also regarded as significant in the pursuit of eradicating inequalities of the past.

However, despite several reforms, policies and documents that shape them, the legacy of apartheid left deep-rooted inequalities in our educational system. The unequal educational landscape is littered with challenges that early-career teachers face as they struggle to provide quality teaching and support, particularly in low socioeconomic contexts. These teachers are often left to carry the weight of implementing inclusive practices with limited preparation and support.

Recent research by one of us draws on the voices of early-career teachers navigating inclusive education in under-resourced schools. What emerged is both encouraging and unsettling. While teachers are deeply committed to their learners, they feel underprepared, overwhelmed, and undersupported. This raises crucial concerns on how early-career teachers are prepared to translate theory into practice.

National and international research shows that despite being trained in inclusive education, they often struggle to bridge the gap between their theoretical knowledge and the realities of the classroom. They feel isolated and overwhelmed because they do not receive enough structured support when they begin their teaching careers.

This gap presents significant difficulties for teachers working in schools in low socioeconomic areas where resources and support may be limited.