Induction of Newly Posted Teachers in Basic Schools and Its Implications for Teacher Retention in the Komenda Edina Eguafo Abirem Municipality, Ghana

Abstract

The thrust of the study was to assess the induction of newly posted teachers in basic schools and its impact on teacher retention in the Komenda Edina Eguafo Abirem (KEEA) Municipality. To achieve this, descriptive research design (Mixed-methodology) was employed. Data were collected from 220 teachers and administrators from the District. Questionnaire with a reliability coefficient of .82 were used to obtain data from the respondents. Quantitative data were coded and analysed using descriptive statistics (frequencies and percentages) and inferential (multiple regression and chi-square test). The qualitative data were also analysed in themes to support the quantitative data. The study revealed that organisation of induction programmes for newly posted teachers have not been an integral component of teacher development in the district, although some attempts have been made in this regard.  It was again revealed that generally, the induction programmes have been largely delivered in response to teachers' emerging pedagogical needs, it has had important impact on the teachers.  It was therefore, recommended that there should be introduction of mentor-mentee relationship in the District to facilitate the induction programme. Also, investment of induction should be much emphasis by the government. Thus the government should envisage and articulate future induction development scenarios through the development of a medium-long term new teacher induction infrastructure development plan.

Keywords-Induction, Newly Posted Teachers, Teacher Retention, Teacher Development