American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2020, 8(8), 593-599
DOI: 10.12691/education-8-8-12
Open AccessArticle

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

David Kani Olema1, Dennis Zami Atibuni1, 2, and Elizabeth Birabwa3

1Department of Education, Faculty of Science and Education, Busitema University

2Ali Mazrui Centre for Higher Education Studies, Faculty of Education, University of Johannesburg

3Directorate of Quality Assurance, Busitema University

Pub. Date: August 28, 2020

Cite this paper:
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. 2020; 8(8):593-599. doi: 10.12691/education-8-8-12


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.

school practice quality of teaching instructional supervision moderation effect teacher trainee

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