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.
, W (2021). School Attachment Practices And Student Teacher Performance In Teaching Practice In Kenyan Public Universities.. Afribary. Retrieved from https://track.afribary.com/works/school-attachment-practices-and-student-teacher-performance-in-teaching-practice-in-kenyan-public-universities-1
, WANYONYI "School Attachment Practices And Student Teacher Performance In Teaching Practice In Kenyan Public Universities." Afribary. Afribary, 08 May. 2021, https://track.afribary.com/works/school-attachment-practices-and-student-teacher-performance-in-teaching-practice-in-kenyan-public-universities-1. Accessed 10 Nov. 2024.
, WANYONYI . "School Attachment Practices And Student Teacher Performance In Teaching Practice In Kenyan Public Universities.". Afribary, Afribary, 08 May. 2021. Web. 10 Nov. 2024. < https://track.afribary.com/works/school-attachment-practices-and-student-teacher-performance-in-teaching-practice-in-kenyan-public-universities-1 >.
, WANYONYI . "School Attachment Practices And Student Teacher Performance In Teaching Practice In Kenyan Public Universities." Afribary (2021). Accessed November 10, 2024. https://track.afribary.com/works/school-attachment-practices-and-student-teacher-performance-in-teaching-practice-in-kenyan-public-universities-1