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Mortimore, Peter. “School effectiveness and the management of effective learning and teaching.” School effectiveness and school improvement 4, no. 4: 290-310. 1993.

has been cited by the following article:

Article

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

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


American Journal of Educational Research. 2020, Vol. 8 No. 8, 593-599
DOI: 10.12691/education-8-8-12
Copyright © 2020 Science and Education Publishing

Cite this paper:
David Kani Olema, Dennis Zami Atibuni, 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.

Correspondence to: Dennis  Zami Atibuni, Department of Education, Faculty of Science and Education, Busitema University. Email: zamidennis79@gmail.com

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.

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