Content area
The primary aim of this research project was to develop an appropriate management framework based on the development and management of teacher development activities through mentorship programmes, especially because this is one of the major challenges facing schools and or educational organizations' today, and in general and more specifically for the Gauteng Provincial Education Department, again for continuous school based teacher development especially the novice teachers in the selected adaptive schools of Soweto and in order to achieve the general aim of the research project, the following specific aims were investigated, namely:
• develop an appropriate and specific framework for managing effective educator development activities through mentorship programmes
• describe and develop relevant policies to improve the implementation and effectiveness of the mentorship and induction programmes.
• describe the educator development and management of education through mentorship process and procedures as a vital component of education transformation
• investigate empirically the perception of educator development and management of education in respect of mentorship activities, within the education personnel
RESEARCH PARADIGM
Developing and managing mentorship programmes for teacher development as a strategy for teacher development is a human endeavour, that is an interactive process where people work together to achieve specific goals and objectives of an organization, for instance a school. The research paradigm used in this study is a qualitative research design, hence the goal of this research is defined as describing and understanding rather than the explanation and prediction of human behaviour, it is through this that the researcher adopts interpretivism as the philosophical stance of the natural scientist by acknowledging and understanding the differences between humans in their role as social actors. The researcher through research process did make sense to the respondents, as they were able to explore the range of views based on their experiences concerning the mentorship programmes for teacher development process within the organisations concerned.
RESEARCH APPROACH AND METHODS OF INVESTIGATION
The research paradigm employed in this study needed to focuses on the approach of the research process, and thus tried to determine what existed from the perspective of the participants in the situation being investigated. In order to be able to compare the seven selected Soweto schools, the researcher engaged in an intensive descriptive single case study of one with teacher development difficulties, as well as analysis of how mentorship for teacher development programmes are specifically developed, implemented and managed. In this particular case study the researcher seeks greater understanding of this study of the mentorship programmes for teacher development. This case study was employed to provide information for use in the focus groups, the planned qualitative questionnaire, observations and document analysis as the vital stages of methods of investigation. The case study was particularistic as it focuses on a particular phenomenon, namely mentorship programmes for teacher development through the facilitation of special concessions (different opinions and or arguments). It provided a rich description of this phenomenon and enhanced the researcher's and participants' understanding of the importance of developing, implementing and management of the mentorship programmes for teacher development.
RESEACH FINDINGS
The researcher has found that it is important to continually create and maintain contexts for effective teacher learning and development. Furthermore, the study reveals that ineffective and old traditional teacher supervisory models and methods are being employed in the selected schools within the Soweto Circuit ofthe Gauteng Provincial Department of Education especially because there was no management framework in place to develop and manage teacher development through mentorship activities. It is rather a serious concern that, neither in the Soweto Circuit of the Gauteng Provincial Department of Education nor any other province of South Africa are the best practices or benchmarks for developing and managmg teacher development through mentorship programmes.
The South African government has attempted to address the legacy of apartheid as informed by various policy documents and legislation, but only to found that central to these policies and legislation is the issues of equity, quality, redress and access to teacher learning and development. The South African Department of Education through National, Provincial and Districts are trying to explore various methods of teacher development, but unfortunately such methods are not effective and efficient for the benefit of the concerned schools and or educational organizations. These have given reluctance especially amongst teachers and rise to the old teacher supervisory methods used during the apartheid era. Teachers' reluctance is evident in the fact that they do not have the opportunity to reflect on their own teaching, (thus gaining constructive feedback on it), being recognized and developed with support from colleagues who are themselves reflective practitioners. In addition, teachers are not provided with a mentorship induction programme consisting of a forum that will provide regular observation and feedback (thus experiencing peer support through mentorship activities), and that will create opportunities to work, talk, and collaborate with other teachers during mentorship activities.
The above mentioned challenges emanate from a number of factors, such as lack of mentors, to develop, plan, communicate and implement such programmes coupled by a lack of motivation and a lack of resources especially trained mentors. Teachers in general and within the Soweto Circuit of the Gauteng Provincial Department of Education in particular realize, that teacher development through mentorship programmes is not the exclusive preserve of the concerned schools alone but that there is a need to engage government, civil society organizations in particular to address these challenges. In particular, government needs to create a conducive also sustainable environment for teacher development through mentorship programmes.
RECOMMENDATIONS AND CONCLUSIONS
It is recommended that all stakeholders ensure that they create awareness amongst potential members (teachers), to ensure ownership and buy-in from all potential partners, and in the process develop common interests and values amongst stakeholders and mutual benefits, as well as ensuring legitimacy for teacher development through mentorship programmes. It is also recommended that a two-way communication strategy is developed to ensure continuous interaction between beneficiaries and or stakeholders. It is strongly recommended that beneficiaries be empowered and capacitated to ensure that mentorship programmes are sustainable long after the planned teacher development activities have come to an end. The research further suggests that teacher development through mentorship is here to stay, and that the new science in educational management especially management of teacher development impacts bottom lines in teachers' lives and educational business realities.
The planned aims and propositions of this study were realised and achieved. The study has indicated the need for Gauteng Provincial Department of Education (GPDE), including the relevant educational organisations, to effectively manage the learning process of their employees (teachers). For the teacher development process to be successful it is recommended that a collective, and conducive learning and working environment be produced that is informed by continuous mentorship through collaborated planning, implementation process, support, coaching and communication, as this will assist the schools to achieve their desired goals. The research shows that teacher development through mentorship programmes should be managed in a systematic and structured way, and that the mentorship programme management approach as a management tool is appropriate in managing teacher development through mentorship activities.