Sociodemographic and contextual factors influencing teachers’ adaptation strategies to witchcraft beliefs in Nzega District, Tanzania

This study examined the sociodemographic and contextual factors influencing rural public primary school teachers’ choice of adaptation strategies in response to witchcraft beliefs in Nzega District, Tanzania. Witchcraft beliefs continue to influence social interactions and workplace conditions in rural schools. The study employed a cross-sectional, quantitatively driven mixed-methods design with an embedded qualitative component. Quantitative data were collected from 330 teachers, while qualitative data were obtained from five Ward Education Officers. Data were collected concurrently and integrated during interpretation. A Multivariate Probit model examined the joint adoption of adaptation strategies and the effects of sociodemographic and contextual factors. Diagnostic tests confirmed the model’s suitability. No evidence of multicollinearity was found. The likelihood ratio test was statistically significant (χ² (46) = 343.06, p < 0.001), indicating interdependence among the adaptation strategies. Five major strategies were identified: education and awareness programmes, religious reconciliation, mental health support, economic empowerment, and resilience and social support. Adoption of these strategies is significantly associated with family size, marital status, age, gender, and teaching experience, as well as sociodemographic factors. Contextual characteristics include co-residence with villagers, exposure to witchcraft-related incidents, length of residence in the community, distance to school and religious affiliation. The findings show that teachers often adopted multiple strategies simultaneously. The study concludes that adaptation strategies are shaped by both personal and community characteristics. It recommends context-specific psychosocial support, community engagement initiatives, and culturally sensitive professional development to strengthen teacher resilience and effectiveness in rural schools.