Factors improving the beginner teachers’ professional identity in induction at schools in Thobo Thabo Mofutsanyane.

This study explored the factors that improve the beginner teachers’ professional identity during an induction programme. It adopted a qualitative approach, drawing on survey and interview data from beginner teachers in the Thabo Mofutsanyane district, Free state, South Africa. The data were analysed through thematic analysis. The findings show various factors could improve the beginner teachers’ professional identity in induction programme such as This study recommends strengthening induction programmes to help beginner teachers in dealing with the existing challenges as they develop their professional identity.