Novice Teacher Performance and Institutional Support in Tanzania: Application of Teacher Professional Identity Theory (TPI)

This study examined the professional and occupational challenges faced by novice teachers in public secondary schools in Njombe District, Tanzania, through the lens of Teacher Professional Identity Theory (TPI). Recognising the transition from pre-service training to full-time teaching as a critical period of professional identity formation, the study focused on how institutional support influences novice teachers’ performance, confidence, and classroom adaptability. A quantitative research design was employed, targeting 63 novice teachers selected through purposive sampling from 14 public secondary schools. Data were collected using structured questionnaires aligned with key constructs from TPI and Social Cognitive Theory, including self-perception, role clarity, contextual influence, self-efficacy, observational learning, and institutional support. Descriptive and inferential analyses revealed that while self-efficacy and role clarity scored relatively high among respondents, institutional support services were perceived as inadequate. Regression results indicated that support services significantly predicted teachers’ self-perception (B = 0.594, p < 0.001), self-efficacy (B = 0.477, p < 0.001), and classroom adaptation (B = 0.439, p < 0.001). These findings highlight the critical role of structured mentorship, induction programs, and professional feedback in fostering the development and retention of early-career teachers. The study concludes by recommending the integration of TPI-informed strategies into teacher education and institutional frameworks to better support novice teachers in Tanzania and similar contexts.