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

Olema, David Kani; Atibuni, Dennis Zami; Birabwa, Elizabeth

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