English: A model of long-term leadership is used as a conceptual tool to analyse qualitative
data from an investigation into the induction of novice educators conducted in
Community Junior Secondary Schools in Gaborone, Botswana. It is argued that
the inadequate induction of novice educators reflects a failure of school leadership.
Interview data are presented on features of induction programmes and the degree
of support rendered to novices by relevant role players. The article concludes
with a critical appraisal of the leadership inadequacies regarding the induction of