How Quality of Supervision Moderates the Relationship between Student Teachers’ Preparation for and Performance in School Practice

dc.contributor.authorKani Olema, David
dc.contributor.authorZami Atibuni, Dennis
dc.contributor.authorBirabwa, Elizabeth
dc.date.accessioned2023-03-17T18:20:14Z
dc.date.available2023-03-17T18:20:14Z
dc.date.issued2020
dc.description.abstractThis 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.en_US
dc.identifier.citationDavid 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.en_US
dc.identifier.other10.12691/education-8-8-12
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8227
dc.language.isoenen_US
dc.publisherAmerican Journal of Educational Researchen_US
dc.subjectSchool practiceen_US
dc.subjectQuality of teachingen_US
dc.subjectInstructional supervisionen_US
dc.subjectModeration effecten_US
dc.subjectTeacher traineeen_US
dc.titleHow Quality of Supervision Moderates the Relationship between Student Teachers’ Preparation for and Performance in School Practiceen_US
dc.typeArticleen_US
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