Contribution of Content Stage of Induction Programme to Teachers’ Retention in Private Secondary Schools in Njombe District, Tanzania

Abstract

This study examined the contribution of content stage of induction programme to teachers' retention in private secondary schools in Njombe District, Tanzania. The study was guided by Social Constructivism Theory of Lev Vygotsky (1896-1934). Convergent design under mixed-method approach guided the study. Both probability and non-probability sampling techniques were used to select 70 respondents from the target population. Data collection instruments were: Questionnaires, interview guides and document analysis schedules. The validity of instruments was determined and the reliability coefficient of quantitative data was calculated using Cronbach's Alpha (r = 0.84 for teachers' questionnaires), while the reliability for qualitative data was established through dependability and triangulation of data. Descriptive statistics of quantitative data were analyzed using means, percentages and frequencies and presented in tables. The qualitative data were coded, analyzed and presented in themes and direct quotations. The study findings indicated that content stage of induction programme was highly important in contributing to teachers` retention in private secondary schools. The study concluded that most of the private secondary schools were lacking teacher induction programme in schools. The study recommended that private secondary schools should have a mandatory teacher induction programme policy to enhance teachers' retention in schools.