INTRODUCTION
Secondary
education in Anambra and Imo states of Nigeria is
charged with setting standards of awareness and ability to be accomplished by
teachers and appraising the standards correctly. Governments of Anambra and Imo
states of Nigeria deemed that to endure in the competitive world economy,
education is seen as a major variable. Grounded in this confidence, educational
transformation has taken places that are intended at enhancing the value of
education. These transformations in Anambra and Imo
states of Nigeria are demanding better performance and commitment from
teachers’ and holding teachers’ accountable for students’ academic performance
in the public secondary schools. Countries are now more concerned about the
quality of education (Arubayi, 2011). The public
secondary schools endeavour to accomplish their
stated objectives through teachers’ effectiveness in teaching. Teachers’ job
performance is the ability of teachers to systematise
their job and professionalism in a way that permits them to perform
satisfactorily in the classroom teaching, preservation of discipline and
administration of students’ academic performance (Edet, Benson & Williams, 2017).
The focal point of the road map for Anambra and Imo states of Nigeria education system among
others is to
assess equity, standard and quality assurance (Osuya,
2018). Best practices should be utilised in managing
instruction in the 21st century (Arubayi,
2016). One of the ways of ensuring that quality is maintained is retaining
teachers from time to time to enhance their methodological approaches to
instruction. Sousa – Posa (2013) in a study found
that retaining quality teachers and having good relations with principals
explained the largest proposition of variance in job satisfaction. Ikgbusi and Iheanacho (2016)
noted that economic recession is among the factors militating against retention
of teachers in Anambra State of Nigeria. Investigations have uncovered that age,
gender and experience have important influence on job satisfaction and
retention in schools. Workplace situation had a encouraging association with teacher’s job
satisfaction, retention and in spite of the teacher’s setting uniqueness
(Friends & Haggard, 2015).
Statement of the
Problem
Challenges concerning teachers’ job
performance and retention in public secondary schools in Anambra
and Imo states of Nigeria are a concern for all stakeholders in education.
Secondary education in Anambra and Imo states of
Nigeria is overwhelmed by challenges such as poor quality teaching, job
insecurity, inadequate preservation of classroom discipline, inadequate
classroom management, inadequate communication between teachers, students and
parents, inadequate continuous assessment of students’ performance et cetera. Anambra and Imo states of Nigeria are not improving the
take home pay of teachers and professional development such as mentoring of
teachers. There are problems of
delayed payment of salaries and pensions, lengthy hours of work devoid of over
time payment, insecurity, poor conditions of service and inadequate support. There
are as well poor mentoring of teachers and inability to harmonise
problems towards achievement of the stated objectives.
The effort to maintain standards in
public secondary schools by governments through quality assurance mechanism has
been a challenge. Standards in education in Anambra
and Imo states are not maintained as there is inadequate supply and utilisation and continuous professional development and
retention of teachers.
The right professional attitudes
have not been inculcated in some teachers making them to perform incompetently.
There is lack of competent teachers that will ensure the successful
transformation in secondary education.
Research Questions.
The
following research questions were raised to guide the study:
1
What is the relationship among teachers’
mentoring, job satisfaction and teachers’ retention in public secondary schools
in Anambra and Imo States?
2
What is the relationship between teachers’
mentoring and teachers’ retention in public secondary schools in Anambra and Imo States?
3
What is the relationship between years of
experience as a moderating variable, teachers’ mentoring and teachers’
retention in public secondary schools in Anambra and
Imo States?
4
What is the relationship between gender as a
moderating variable, teachers mentoring and teachers’ retention in public
secondary schools in Anambra and Imo States?
Hypotheses:
The following null hypotheses were formulated
to guide the study:
1
There is no significant relationship among
teachers’ mentoring, job satisfaction and teachers’ retention in public
secondary schools in Anambra and Imo States.
2
There is no significant relationship between
teachers’ mentoring and teachers’ retention in public secondary schools in Anambra and Imo States.
3
There is no significant relationship between
years of experience as a moderating variable, teachers mentoring and teachers’
retention in public secondary schools in Anambra and
Imo States.
4
There is no significant relationship between
gender as a moderating variable, teachers’ mentoring and teachers’ retention in
public secondary schools in Anambra and Imo States.
Purpose
of the study.
The
main purpose of the study was to investigate mentoring, job satisfaction as a
correlate of teachers’ retention in public secondary schools in Anambra and Imo states of Nigeria Specifically, the study
intended to find out:
1
The relationship among teachers’ mentoring,
job satisfaction and teachers’ retention in public secondary schools in Anambra and Imo States.
2
The
relationship between teachers’ mentoring and teacher’s retention in public
secondary schools in Anambra and Imo States.
3
The relationship between years of experience
as a moderating variable, teacher’s mentoring and teachers’ retention in public
secondary schools in Anambra and Imo States.
4
The relationship between gender as a
moderating variable, teachers mentoring and teachers’ retention in public
secondary schools in Anambra and Imo States.
REVIEW OF RELATED LITERATURE
Relationship
among Teachers’ Mentoring, Job Satisfaction and Teachers’ Retention in Public
Secondary Schools in Anambra and Imo States.
White and Mason (2001) carried out a
study on mentoring induction principle and guidelines. Findings of the study revealed that teachers’
mentoring programmes supported by induction processes
significantly relate with higher retention rate for teachers than induction programmes with mentoring.
Rockoff (2008) carried out a study on whether
the mentoring reduces the
turnover and improves the skills of new employees with specific reference to
teachers in New York City. Findings of the study revealed that teachers who get
more hours of mentoring had higher retention than those who had fewer hours of
mentoring. Lynn (2002) in her study, found that teachers’ individual and
specialized uniqueness are intimately associated and that they add to
incentive, dedication, job satisfaction and retention. Van - Seist (2013) established that teachers who are popular with
fellow teachers are more satisfied in their job than those who are less
adjusted. They have satisfaction in job performance and prefer being retained
in teaching. Darling-Hammond (2003) in his study found that administrative
support, working conditions, teaching assignments, student discipline, school
climate, culture, professional learning, salaries and incentives relate with
teachers’ retention.
Horrison-Collier (2013), conducted a study on retention of
unique instruction teachers. Findings of the study showed that salary, support,
mentoring, responsive induction programmes, intentional job design, positive
work circumstances, and specialized growth positively influence retention. The study further revealed that reasons of
the teachers’ shortage are multifaceted though, the retention of unique
instruction by teachers has a significant influence on this shortage. Up to 9.3
% of special education teachers departed from teaching at the end of their
first year of teaching and 7.4 % shifted to the general education yearly.
Teachers’
Mentoring and Teacher’s Retention in Public Secondary Schools in Anambra and Imo States
Cheng and Brown (1992) carried out a study on an evaluation of the
Toronto teachers’ peer support program: A pilot mentoring programme
conducted by the Toronto school district for two years. Findings of the study revealed that there was a positive influence in the
mentoring programme in the year one group. Mentees more often perceived their general
experience more positive than did the non-mentored (88% to 53%). The
non-mentored group also perceived their experience as negative as was the
experimental group (24% to 6%). For the year two group, the gap between the
groups lessened. Of the mentored teachers, 86% perceived that the experience as
positive in contrast to 76% of the non-mentored. The findings revealed that
respondents agreed that it was the exact choice for them to become a teacher. In
the first group, 100% of the mentored and 73% of the non-mentored perceived it
was the correct choice (of the non-mentored, 7% perceived it was the incorrect
choice and 20% were insecure). Again in the second group, the responses rather
met 90% of mentored teachers and 88% of non-mentored considered it was the
correct choice, while 10% and 12% in that order were uncertain. There were none
in both groups that perceived it was the incorrect choice. The outcome for the
question about if respondents would once
more prefer teaching as a profession were almost the same to those about
if it was the correct choice to go into
teaching.
Waterman and He (2011) conducted a study on
influence of mentoring programmes on new teacher’s
retention in the United States of America. Findings revealed that there was a
constructive relationship between mentoring and fresh teachers’ retention in
schools in the United States of America. Jill (2007) conducted a study on the
influence of system wide mentoring programme on
beginning teacher retention rates in Wilmington state in United States.
Findings revealed that system wide mentors proved to be more effective and
helpful to the beginning teachers which enhanced their retention in teaching. Brankin and Bailey (1992) in their study found that mentors
need experience or knowledge of schools in which the mentoring relationship
takes place. Ingersoll (1997, 2000 and 2001) conducted a series of statistical
analyses of the prevalence of school mentoring programmes:
The extent of effective assistance provided to new teachers and the effects on
job satisfaction and teacher turnover. Findings revealed that formal programs
to assist new teachers were common in schools, but effective assistance was not
provided to new teachers. Many (60%) of
the principals informed that their schools offered some forms of official
mentoring programme to assist new teachers. Findings
revealed that having an official mentoring program had little to do if teachers accounted
that their schools had offered effective assistance.
Whitaker (2001) in his study examined first
year special education teachers and reported job satisfaction as the major
motive for leaving or thinking about leaving. Findings revealed that strong
teacher mentoring programs sustained by other teacher mentoring procedures
relate significantly with teachers’ retention. Pardini
(2002) in his study found that mentoring programmes
influence teachers’ belief, confidence and expectation in new teachers and enhance their retention
.Brown ( 2003) in his study found that
new teachers who are involved in induction programs like mentoring are
almost two times as probable to continue in teaching profession. Mentoring can have a direct
influence on teachers’ loyalty to the profession and an indirect influence on
the teacher’s job satisfaction and intention to leave. Ingersoll & Kralik (2004) carried a study on the influence of mentoring
on teacher’s retention in California in United States. Findings revealed that
some mentoring programmes are decreasing the
retention of new teachers in schools and there continue a number of urgent
questions about mentoring and initiation that need additional control and methodical investigation that presently transpire in order to be responded with confidence.
Margolis (2008) in his study found that teachers’ with the working experience of 4 to 6
years considered that taking on a mentoring position may decrease a number of
the unconstructive stressors that may guide to teachers’ attrition. Findings
revealed that teachers’ leadership job that revolved around mentoring reignited
excitement that was present at the beginning of their teaching profession;
improved satisfaction levels in job performance while mentoring. Findings
showed structuring of specialized relations, sharing of the resources enhances
teachers’ retention.
Hahs-Vaughn and Scherff (2008) in
their study found that mentoring and induction programs did not improve English
language teachers leaving the teaching profession. Menegat
(2010) carried out a study on mentor/protégé interaction and the job of
mentoring within a novice teacher mentoring program. Findings showed the
advantages of preparation of mentors, worth of official mentoring programmes, increased levels of self-assurance, and the
significance of positive mentor/protégé associations.
Ingersoll and Strong (2011) conducted an
investigation on the influence of mentoring programmes
for preliminary teachers. Findings revealed that preliminary teachers who
partake in a number of initiations had elevated job satisfaction, commitment
and retention. They equally found that preliminary teachers who participated in
some kind of induction programme , perform more at diverse features of teaching such as
keeping students on task, developing workable lesson plan, with efficient students’ inquiring performance , altering classroom actions to attain students’ attention, upholding constructive classroom environment and
demonstrating flourishing classroom administration. Larson (2012) conducted a
study on mentoring and technology integration among teacher education faculty
of MeNeese State University, Lake Charles, Los Angellis in United States.
Findings revealed that most helpful aspect of mentoring was one-on-one
instruction. It likewise found that mentees seem to prefer mentors who can
measure the level of their mentee’s technology knowledge and then offer individualised learning experiences with the suitable
degree of challenge and guidance. Furthermore, findings revealed that mentees
found that having a personal relationship with their mentors was a valuable
component of the mentoring.
Ingersoll et al. (2014) in their study found
that the teachers’ preparation, experiences of new teachers are moderately
different. Osuya (2015) in a study found that 75 % of
teachers live in rented apartments while post service accommodation
uncertainties for teachers should be addressed. 85% believed that this will
make teachers less prone to corruption, absenteeism and will help in the
retention of the committed teachers. As
long as the education sector continues to experience poor motivation of
teachers and poor teachers’ morale, the standard of instruction will not
witness any improvement. Eberhard,
Reinhardt-Mondragon and Stottlemeyer (2000) carried
out a study on strategy for new teachers’ retention in South Texas in United
States. Findings revealed that there was a relationship between mentoring new
teachers and retention in teaching.
Years
of Experience, Teachers’ Mentoring and Retention in Public Secondary Schools in
Anambra and Imo States.
Gurino, Santibanez & Daley (2006) in their study found that beginning (less experienced) teachers
who experienced induction and mentoring support in their first year of teaching
are less probable to leave teaching or change schools. Oluwuo
& Afangideh (2010) carried out a study on
mentoring beginning principals for quality personnel administration in public
secondary schools in Akwa Ibom
State. Findings revealed that most principals were conscious of the benefits
and aspects of mentoring apart from the strategies for mentoring. Nolan and Palazzolo (2011) in their study found that less experienced
teachers were
not constantly obtaining leadership opportunities.
Ingersoll (2001) examined the relationship between the
measure of effective assistance and actual teacher turnover. Findings revealed that there was a strong
association between the level of efficient assistance for new teachers and
retention. The findings further revealed that those who departed instruction
profession were both new and experienced teachers. Findings as well revealed that the chances of
a teacher leaving teaching profession were 92%.Afangideh and Ekeh (2014) carried out a study on teachers’ in-service
training and mentoring services for quality secondary education delivery in
Rivers State. Findings revealed that teachers who were mentored can handle
innovations in education and that mentoring services provide self-development
opportunities for teachers.
Gender as a Moderating Variable, Teachers Mentoring and
Teachers’ Retention in Public Secondary Schools in Anambra
and Imo States
Oshagbemi (2000) in his study revealed that there was
significant difference between job satisfaction levels of female teachers and
their male counterparts. He further found that in certain positions, there was
no significant difference between gender, job satisfaction and retention among
teachers. Pook (2003) in his study revealed that
there was gender bias concerning teachers’ job satisfaction and retention.
Sousa-Posa (2003) in their study revealed that there
were decreasing levels of gender gap among male and female teachers and
retention in recent years.
Sumner and Niederman (2003), in their study, found positive
relationship between gender differences when measuring general job satisfaction
and retention among teachers.
He further found that female teachers are liable to be more satisfied than male
teachers in financial rewards. Sousa-Posa (2003) in
their study based on data from the British households, found that female
teachers tend to be more satisfied than male teachers as their jobs had been
much bad in the past and they had lesser prospect than male teachers.
Garcia-Bernal, Gargallo-Castel, Marzo-Navarro
and Rivera-Torres (2005) in their study revealed that there was no significant
difference in the perceptions of male and female teachers on job satisfaction
and retention.
Bender
(2005) in his study found that female teachers experienced higher levels of job
satisfaction and retention than their male counterparts. Aguilar (2008) in his
study revealed that there was no significant difference among male and female
teachers in their job satisfaction and retention. Carroll and Foster (2010) in
their study found that in addition to internal breeding ability at the
beginning of the profession, we are still losing talented teachers. Tourani (2012) in their study revealed that there was no
significant difference between male and female teachers’ job satisfaction and
retention.
METHODS
The study employed ex- post facto design. The population of the study was 19,887 principals
and teachers in public secondary schools in Anambra
and Imo States. The population was two hundred and fifty-ten principals (254)
and eight thousand and sixty eight teachers (8,068) in Anambra
States and three hundred and nine (309) principals and eleven thousand two
hundred and fifty six (11,256) teachers in public secondary schools in Imo
State as at 2017.The
researcher sampled 2,080 principals and teachers in public secondary schools in
Anambra and Imo States. The sample of Anambra State public secondary schools was 100 principals
and 735 teachers while the sample for Imo States public secondary schools was
150 principals and 1095 teachers. The stratified random sampling technique
was employed to select 40 percent of principals and 5
% of teachers in the two states that were used. The research instrument that
was used to collect data was an instrument titled “Mentoring, Job Satisfaction
as a Correlate of Teachers’ Retention Questionnaire” (MJSCTRQ﴿.
The instrument was validated by experts. The reliability
of the items in the questionnaire was established with Cronbach’s
alpha Method. The overall coefficient of the whole test value of Cronbach
alpha for mentoring, job satisfaction and teachers’ retention in public
secondary schools was 0.95. The direct delivery and retrieval method was
applied to administer the instrument to the respondents. The researcher
employed the services of research assistant who were well educated on how to
administer the research questionnaire. Items on the
questionnaire were scored with the four point scoring scale of strongly agree
(4 points), agree (3 points), disagree (2 points) and strongly disagree (1
point). Out of 2,080 copies of the
instruments administered, a total of 1806 copies were returned. Multiple
regression and correlational statistics was employed to respond to the four
research questions and test the four null hypotheses formulated in the study at 0.05 level of
significance.
PRESENTATION OF RESULTS
Research
Question 1: What is the relationship among teachers mentoring, Job
Satisfaction and teachers’ retention in public secondary schools in Anambra and Imo States?
Table 1a: Multiple Correlation Analysis of Teachers Mentoring, Job
Satisfaction, and Teachers’ retention in Anambra and
Imo States
|
Variables
|
N
|
Mean
|
SD
|
R
|
|
Teachers
Mentoring
|
1806
|
34.13
|
11.69
|
0.69
|
|
Teachers’
Job Satisfaction
|
1806
|
57.14
|
9.35
|
|
|
Teachers’
Retention
|
1806
|
42.30
|
9.21
|
|
Independent Variables: Teachers Mentoring,
Job Satisfaction. Dependent Variable: Teachers’
Retention
Table 1a, shows that the computed multiple correlation statistics
produced an output R =0.69. It revealed that there is a positive linear
relationship among teachers’ mentoring, job satisfaction, and teachers’
retention in public secondary schools in Anambra and
Imo States. The findings revealed that
there was a positive linear correlation among teachers mentoring, teachers’ job
satisfaction and teachers’ retention.
Hypothesis
1: There
is no significant relationship among teachers mentoring, job satisfaction and
teachers’ retention in Anambra and Imo States.
In testing
hypothesis 4, the output in table 4b revealed that there was a optimistic association between
moderator variable of gender, mentoring and teachers’ retention in public
secondary schools in Anambra and Imo States. The
calculated F = 850.587, df
(2, 1803) at 0.05 level of significance. The null hypothesis is therefore
rejected and the alternative holds. Therefore, the finding was that sex
significantly moderates the relationship between mentoring and teachers’
retention in Anambra and Imo States. The r2
adjusted value of 0.48 shows that 48% amount of variance in teachers’ retention
was accounted for by the relationship between moderating influence of gender in
public secondary schools in Anambra and Imo States.
Discussion of Results
Relationship between Teachers Mentoring, Job
Satisfaction and Teachers’ Retention in Public Secondary Schools in Anambra and ImoStates.
Table 1a shows that the computed
multiple correlation statistics produced an output R =.69. It revealed that
there is a positive linear relationship among teachers’ mentoring, job
satisfaction, and teachers’ retention in public secondary schools in Anambra and Imo States.
The findings revealed that there exists a positive linear correlation
among teachers mentoring, teacher’s job satisfaction and teachers’
retention. There is no significant
relationship among teachers mentoring, job satisfaction and teachers’ retention
in Anambra and Imo States. In Table 1b, the
calculated F = 855.104, df
(2, 1804), P ≤ .05 level of significance. The null hypothesis is rejected
and the alternative holds true. Findings revealed that teachers’ mentoring and
job satisfaction has significant relationship with their job retention in
public secondary schools involved in the study. The conclusion is drawn that
teachers’ mentoring, job satisfaction has a significant relationship with
teachers’ retention. The R2 adjusted value of .49 revealed that 49%
amount of variance in teachers’ retention was accounted for by the joint
variable of teachers’ mentoring and job satisfaction in public secondary
schools in Anambra and Imo states. This finding was in line with the finding of Harrison-Collier
(2013) that there was a significant relationship between mentoring, job
satisfaction and teachers’
retention.
Relationship between Teachers’ Mentoring and Teacher’s
Retention in Public Secondary Schools in Anambra and
Imo States.
Table 11a, shows
that a positive linear relationship exists between teachers’ mentoring and
teachers’ retention. The computed
simple correlation using pearson
product moment correlation output include (r =0.69). It revealed that there is
a positive linear relationship between teachers’ mentoring and teachers’
retention in Anambra and Imo States.
There is no significant relationship
between teachers’ mentoring and teachers’ retention in public secondary schools
in Anambra and Imo States. In testing hypothesis 2, the correlation
model in table 2 brevealed that teachers’ mentoring has
significant relationship with teacher’s retention. The calculated F = 1699.032,
df (1, 1804) at 0.05 level
of significance. The null hypothesis is therefore rejected and the alternative
holds true. Therefore, the finding was that there is a significant linear
relationship between teachers’ mentoring and teachers’ retention in public
secondary schools involved in the study. Findings revealed that teachers’
mentoring has a significant relationship with teachers’ retention. The r2
adjusted value of 0.48 constitutes 48% amount of variance accounted for by
teachers’ mentoring and teachers’ retention. This indicates that there is a
change of the amount of variance accounted for by teachers’ mentoring in
teachers’ retention in public secondary schools in Anambra
and Imo States.
This finding conformed to the findings of Rockoff (2008) that teachers’ mentoring significantly
relates with teachers’ retention in public secondary schools. The finding also
is in consonance with the finding of Woods & Weasmer
(2004), that is, teachers’ mentoring strategies increase job satisfaction which
supports the overall retention of teachers. The findings were as well in line
with the findings of Ingersoll and Kralik (2004) as
per which mentoring helps teachers to stay in job. There was a relationship
between mentoring and teachers’ retention. The finding was in union with the
finding of Billingsley (2004) that teachers’ mentoring influences teachers job
satisfaction and teachers’ retention in teaching profession.
The Relationship between Moderating Variable of Years of
Experience and Teachers’ Mentoring and Teachers’ Retention in Public Secondary
Schools in Anambra and Imo States
Table 12a shows that there exists a positive linear
correlation among independent variable, moderating variable, and teacher
retention. The computed multiple regression correlational statistics output include R =.74. This provides an
answer to research question 3. Findings revealed that variable of years of
experience have a positive moderating relationship between teachers’ mentoring
and teachers’ retention in public secondary schools in Anambra
and Imo States.
There is no significant relationship between moderating influence of
years of experience between mentoring and teachers’ retention. In testing
hypothesis 3, the output in table 12brevealed that there was a positive
relationship between moderator variable of years of experience, mentoring and
teachers’ retention in public secondary schools in Anambra
and Imo States. The calculated F = 61089.170, df (2, 1803) at 0.05 level of significance. The null
hypothesis is therefore rejected a. Findings revealed that years of experience
significantly moderate the relationship between mentoring and teachers’
retention in Anambra and Imo States. The R2
adjusted value of 0.55 revealed that55% amount of variance in teachers’
retention was accounted for by the relationship between moderating variable of
years of experience in public secondary schools in Anambra
and Imo States combined.
These findings have the same opinion with the
finding of Waterman and He (2011) that mentoring had a
significant predictive influence on experienced and less experienced teachers’
retention. This finding was in harmony with the finding of Jill (2007) that
there was a significant relationship between mentoring, years of experience and
teachers’ retention.
The Relationship between Moderating Variable
of Gender and Teachers’ Mentoring and Teachers’ Retention in public secondary
schools in Anambra and Imo States
Table 13a, revealed that there exists
a positive linear correlation among independent variable, moderator variable,
and teacher retention. The computed multiple regression correlational
statistics output include (R =0.69).
This provides an answer to research question 4. Findings revealed that variable
of gender has a positive moderating relationship between teachers’ mentoring
and teachers’ retention in public secondary schools in Anambra
and Imo states
There is no significant relationship
between gender as a moderating variable, teachers ‘mentoring and teachers’
retention in public secondary schools in Anambra and
Imo States. In testing hypothesis 4, the output in table 4b revealed that there
was a positive relationship between moderator variable of gender, mentoring and
teachers’ retention in public secondary schools in Anambra
and Imo States. The calculated F = 850.587, df (2, 1803) at 0.05 level of significance. The null
hypothesis is therefore rejected and the alternative holds. Findings revealed
that gender significantly moderates the relationship between mentoring and
teachers’ retention in Anambra and Imo States. The R2
adjusted value of 0 .48 revealed that48% amount of variance in teachers’
retention was accounted for by the relationship between moderating variable of
gender in public secondary schools in Anambra and Imo
States. These findings have the same opinion with the findings of Fresko and Nasser-Alhija (2012) that there was a significant relationship
between teachers’ mentoring and retention in schools but gender negatively
relate with and teachers’ retention in
schools.
FINDINGS
1.
Teachers’
mentoring, job satisfaction positively relate with teachers’ retention in
public secondary schools in Anambra and Imo States.
2.
Teachers’
mentoring relate with teachers’ retention in public secondary schools in Anambra and Imo States.
3.
Years of
experience as a moderating variable, teachers mentoring, relate with teachers’
retention in Anambra and Imo States.
4.
Gender as a
moderating variable, teachers mentoring, relate with teachers’ retention in Anambra and Imo States.
CONCLUSION
1
Teachers’
mentoring, job satisfaction positively relates with teachers’ retention in
public secondary schools in Anambra and Imo
States.
2
Teachers’
mentoring positively relates with teachers’ retention in public secondary
schools in Anambra and Imo States.
3
Years of
experience as a moderating variable, teachers mentoring, positively relates
with teachers’ retention in Anambra and Imo States.
4
Gender as a
moderating variable, teachers’ mentoring, positively relate with teachers’
retention in Anambra and Imo States.
RECOMMENDATIONS
The following recommendations were made:
1
Public
secondary schools in Anambra and Imo states of
Nigeria should attract and retain competent teachers to ensure competent job
performance.
2
Adequate
mentoring programme should be provided for teachers
to enhance their retention in public secondary schools in Anambra
and Imo States
3
Conditions
that will enhance teachers’ job satisfaction should be put in place such as
regular payment of salaries, promotions when due, bonuses, recognition and
encouragement to enhance their retention in public secondary schools in Anambra and Imo States.
4
Years of
experience of teachers should be put into consideration to boost their
retention in public secondary schools in Anambra and
Imo States.
5
Mentoring of teachers should not be based on their gender
to improve their retention in public secondary schools in Anambra
and Imo States
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