Departmental heads’ perceptions of novice teachers’ positive and negative characteristics

Novice teachers are crucial to shaping the teaching and learning culture in schools, yet their integration into the profession often presents both challenges and opportunities. While existing research has largely focused on their limitations, such as inexperience, burnout, and difficulty applying theory to practice, few studies offer a balanced view of their strengths and weaknesses. This study explores departmental heads’ perceptions of novice teachers in South African public schools. Guided by the interpretivist paradigm, it employed a qualitative, phenomenological design. Ten departmental heads with at least five years of supervisory experience were purposively selected and interviewed using semi-structured interviews. Data were analysed thematically using Braun and Clarke’s framework. Findings revealed that novice teachers often show enthusiasm, technological savviness, idealism, and a strong willingness to learn. However, they also struggle with time management, assessment skills, overwhelming workloads, professional competence, and ethical conduct. The study recommends structured mentorship, targeted professional development, support for emotional and time management, and performance monitoring systems. These strategies could improve novice teacher integration, enhance retention, and promote school improvement.