Assessing Induction and Retention of Teachers in Biakoye District in the Volta Region, Ghana

Abstract

The study assessed the induction of teachers in basic schools and the effects of the induction course on teacher retention in the Biakoye District. To achieve this, a sequential mixed approach was chosen with the use of survey and case study designs. A simple random sampling procedure was used to select 220 teachers from ten (10) basic schools in the Biakoye District for the quantitative phase. Questionnaire was used to collect data from the 220 teachers. In terms of the qualitative phase on the other hand, the convenience sampling procedure was used to select three (3) Head Teachers in addition to the District Director of Education for the study. With this, the semi-structured interview guide was used to collect data. Both data sets were analysed using the thematic analysis and regression. The study revealed that the induction programme helped teachers to develop skills in technological orientation and improved performances. It was therefore, recommended that the Colleges of Education should institutionalise induction policy, introduction of mentor-mentee relationship, training and capacity building of Head Teachers in induction programmes, investment in induction training programmes for new teachers and coordinating and alignment of induction programmes among providers.

Keywords: Teachers, Induction, Retention, Human Resource, Job Performance

DOI: 10.7176/JEP/11-26-03

Publication date:September 30^th 2020