Browsing by Author "Charles Lwanga Bitarinsha"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    School Practice Quality and Competencies of Secondary School Teacher Trainees in Mbarara City
    (Bishop Stuart University, 2025-09) Charles Lwanga Bitarinsha
    This study examined the influence of school practice quality on competencies of secondary school teacher trainees in Mbarara City. It was guided by the following specific objectives: (i) to examine the major aspects of the School Practice Quality for the secondary school teacher trainees in Mbarara City, (ii) to establish the major competencies of secondary school teacher trainees in Mbarara City and (iii) to assess the relationship between school practice quality and secondary school teacher trainees in Mbarara City. The study adopted cross-sectional survey design and used mixed method strategy to collect data specifically concurrent triangulation strategy was used. The study population included 950 respondents and samples size was 376 respondents who included School practice coordinators, Teacher Trainees, Faculty Deans, Head teachers, Teachers. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using descriptive statistics, Pearson correlation coefficient and linear regression analysis using SPSS. Qualitative data was analyzed using thematic and content analysis. From the study, it was found that while school practice quality in Mbarara City is generally perceived positively, there are gaps in professional development opportunities, inclusive teaching preparedness, and the consistency of supervision. Addressing these areas can enhance the effectiveness of teacher training and better prepare trainees for real-world teaching challenges. The study demonstrates that secondary school teacher trainees in Mbarara City exhibit strong competencies in subject matter knowledge, pedagogical skills, professional values, and ethical conduct. However, there are weaknesses in lesson planning, instructional material selection, and time management. Addressing these gaps through targeted interventions will enhance their preparedness for effective teaching. The findings suggest that school practice quality has a significant positive relationship with the competencies of secondary school Teacher Trainees in Mbarara City. From the discussion of findings, the researcher recommends enhancing Professional Development and Inclusive Training: Teacher training institutions should integrate structured professional development workshops focused on inclusive education, equipping trainees with skills to handle diverse classrooms, including learners with disabilities and language barriers. The researcher also recommends that institutions should incorporate more classroom-based practical experiences and mentorship programs to help teacher trainees refine their lesson planning, classroom management, and instructional material selection. The researcher recommends the enhancement of School Practice Supervision where institutions should strengthen school practice supervision by increasing the frequency of monitoring and providing continuous professional mentorship to Teacher Trainees to enhance their competency.