Paper ID: TAGJ26092512

The Relationship Between School Practice Quality and Secondary School Teacher Trainees in Mbarara City

Charles Lwanga Bitarinsha, Dr. Ronald Bahati (PhD), Dr. Denis Kintu, (PhD)

Faculty of Education, Arts and Media Studies (FEAMS)

Bishop Stuart University, P. O. Box 09, Mbarara, Uganda.

Abstract

Teacher preparation through school practice is a critical component of professional development, enabling teacher trainees to bridge theoretical knowledge with practical classroom experience. However, concerns have been raised regarding the quality of school practice and its impact on teacher competencies, particularly in Uganda. This study examined the relationship between school practice quality and the competencies of secondary school teacher trainees in Mbarara City. A cross-sectional descriptive survey design employing mixed methods was used. The study population comprised 950 respondents, including third-year teacher trainees from four universities, school practice coordinators, deans of education faculties, head teachers, and teachers. A sample of 376 respondents was selected using simple random and purposive sampling techniques. Data were collected through structured questionnaires and semi-structured interviews and analyzed using descriptive statistics, correlation, and thematic analysis. Results indicated that aspects of school practice such as supervision quality, opportunities for observation and reflection, and feedback were rated positively, while professional development opportunities and inclusive teaching environments required improvement. A moderate positive correlation (r = 0.562, p < 0.01) was found between school practice quality and teacher competencies, suggesting that enhanced school practice contributes significantly to teacher preparedness in subject knowledge, pedagogical skills, professional values, and instructional methods. The study concludes that structured and well-supervised school practice is essential for developing competent secondary school teachers. It is recommended that teacher training institutions strengthen supervision, mentorship, professional development workshops, and practical classroom experiences to improve teacher trainee competencies and promote effective teaching in diverse classroom settings.

Keywords: School Practice Quality, Teacher Trainees, Competencies, Supervision, Mentorship, Secondary Education, Uganda

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