Wanyonyi, Annette (2017) School Attachment Practices and Student Teacher Performance in Teaching Practice in Kenyan Public Universities. Masters thesis, Masinde Muliro University of Science and Technology.
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Abstract
School attachment is an important component of teacher education. Public universities have thus designed their own rules and regulations that guide school attachment practices to enable student teachers put into practice the theory they have learnt. However, school attachment practices by teacher training institutions remain a contentious issue. The purpose of this study was to establish the effect of school attachment practices on student teacher performance in teaching practice in Kenyan public universities. Specifically, this study sought to establish the effect of; frequency of supervision, supervisor qualifications, span and period of supervision and school characteristics on student teacher performance in teaching practice. The study was guided by the Education Production Function Theory. The study used descriptive research survey design. The study targeted 2,239 respondents comprising of 2,234 student teachers in Western region and 5 heads of school attachment units in public universities in Kenya. Multistage sampling was used to draw a sample of 344. Data was collected using; a questionnaire for student teachers, interview guide for head of school attachment units; and document analysis. Research instruments were validated using face and content validity while reliability was determined using spilt-half test technique at r= 0.8 using data from the pilot study. Data was analyzed descriptively using means and z-scores and inferentially using multiple linear regressions by aid of Stata version 12.1. Data was presented inform of tables. The results of the multiple regression indicate that frequency of supervision, supervisors qualification, selected school characteristics and selected student teacher perception on university assessors were associated with student teacher scores in teaching practice. It is recommended that universities using cooperating teachers should ensure that they adhere to the regulations set by the universities on school assessments. Besides, universities should cultivate in student teachers positive attitude, commitment and confidence towards their assessors. In addition, universities should train adequately all assessors on the tool of assessment to bridge the difference in assessment scores based on assessor’s qualification. Further, it is recommended that universities post student teachers in model schools that provide adequate and varied environment such as national and extra country schools to enhance student teacher performance in teaching practice.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Africana |
| Depositing User: | Emmanuel Ndorimana |
| Date Deposited: | 30 Nov 2018 06:43 |
| Last Modified: | 30 Nov 2018 06:45 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/5669 |
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