How Quality of Supervision Moderates the Relationship between Student Teachers’ Preparation for and Performance in School Practice
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
American Journal of Educational Research
Abstract
This quantitative cross-sectional survey examined the moderation effect of the quality of supervision on the adequacy of preparation for SP - performance in SP among 184 (98 second year and 84 third year) student teachers at Busitema University. Findings revealed high adequacy of preparation (M = 103.02, SD = 13.17), high quality of supervision (M = 37.13, SD = 6.19), and high level of performance (M = 43.16, SD = 4.75) in SP. The quality of supervision was a significant moderator of the preparation—performance link, R2 = .0136, F (7, 176) = 3.767, b = .006, t (176) = - 1.941, p = .05. The findings imply need for tagging SP preparation and supervision to student teachers’ performance.
Description
Keywords
School practice, Quality of teaching, Instructional supervision, Moderation effect, Teacher trainee
Citation
David Kani Olema, Dennis Zami Atibuni, and Elizabeth Birabwa, “How Quality of Supervision Moderates the Relationship between Student Teachers’ Preparation for and Performance in School Practice.” American Journal of Educational Research, vol. 8, no. 8 (2020): 593-599. doi: 10.12691/education-8-8-12.