School Attachment Practices And Student Teacher Performance In Teaching Practice In Kenyan Public Universities

ABSTRACT

School attachment is an important component of teacher education. Public

universities have thus designed their own rules and regulations that guide school

attachment practices to enable student teachers put into practice the theory they have

learnt. However, school attachment practices by teacher training institutions remain a

contentious issue. The purpose of this study was to establish the effect of school

attachment practices on student teacher performance in teaching practice in Kenyan

public universities. Specifically, this study sought to establish the effect of; frequency

of supervision, supervisor qualifications, span and period of supervision and school

characteristics on student teacher performance in teaching practice. The study was

guided by the Education Production Function Theory. The study used descriptive

research survey design. The study targeted 2,239 respondents comprising of 2,234

student teachers in Western region and 5 heads of school attachment units in public

universities in Kenya. Multistage sampling was used to draw a sample of 344. Data

was collected using; a questionnaire for student teachers, interview guide for head of

school attachment units; and document analysis. Research instruments were validated

using face and content validity while reliability was determined using spilt-half test

technique at r= 0.8 using data from the pilot study. Data was analyzed descriptively

using means and z-scores and inferentially using multiple linear regressions by aid of

Stata version 12.1. Data was presented inform of tables. The results of the multiple

regression indicate that frequency of supervision, supervisors qualification, selected

school characteristics and selected student teacher perception on university assessors

were associated with student teacher scores in teaching practice. It is recommended

that universities using cooperating teachers should ensure that they adhere to the

regulations set by the universities on school assessments. Besides, universities should

cultivate in student teachers positive attitude, commitment and confidence towards

their assessors. In addition, universities should train adequately all assessors on the

tool of assessment to bridge the difference in assessment scores based on assessor’s

qualification. Further, it is recommended that universities post student teachers in

model schools that provide adequate and varied environment such as national and

extra country schools to enhance student teacher performance in teaching practice.