How Quality of supervision moderates the relationship between student teachers’ preparation for and performance in school practice

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dc.contributor.author Olema, David Kani
dc.contributor.author Atibuni, Dennis Zami
dc.contributor.author Birabwa, Elizabeth
dc.date.accessioned 2021-05-03T06:26:39Z
dc.date.available 2021-05-03T06:26:39Z
dc.date.issued 2020-08-28
dc.identifier.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. en_US
dc.identifier.uri http://hdl.handle.net/20.500.12283/682
dc.description Article en_US
dc.description.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. Keywords: school practice, quality of teaching, instructional supervision, moderation effect, teacher trainee en_US
dc.description.sponsorship University of Johannesburg, Busitema University en_US
dc.language.iso en en_US
dc.publisher Busitema University ; SciEP. en_US
dc.subject School practice en_US
dc.subject Quality of teaching en_US
dc.subject Instructional supervision en_US
dc.subject Moderation effect en_US
dc.subject Teacher trainee en_US
dc.title How Quality of supervision moderates the relationship between student teachers’ preparation for and performance in school practice en_US
dc.type Article en_US


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