Clinical Supervision and Teachers’ Preparation for Teaching in Universal Primary Education Schools of Mbarara City in Southwestern Uganda

Authors

DOI:

https://doi.org/10.59472/jodet.v1i2.20

Keywords:

Clinical Supervision, Teachers, Preparation, Teaching, Education, Schools

Abstract

This study determined the relationship between clinical supervision and teachers’ preparation for teaching. It employed a cross-sectional research design where a quantitative approach was used. The researcher used a sample size of 268 respondents. The study findings showed a strong positive statistically significant relationship between clinical supervision and teachers’ preparation (r =0.913**, p = 0.004).

It was concluded that there is a significant relationship between clinical supervision and teachers’ preparation for teaching in Universal Primary Education Schools of Mbarara City. The government and the Ministry of Education and Sports should provide policy guidelines and clinical supervision materials to all the head teachers to facilitate the implementation of clinical supervision by head teachers in Universal Primary Education Schools.

Author Biographies

Nkwasiibwe Wilber, Bishop Stuart University

Student, Bishop Stuart University.
Faculty of Education, Arts and Media Studies.
Corresponding Author

Enock Barigye, Bishop Stuart University

Dr. Enock Barigye is the current Dean Faculty of Education, Arts and Media Studies. He holds a Ph.D. in Education from the University of Dar es Salaam, Tanzania. He is a specialist in Educational Policy, Planning and Management.

He is formerly a Primary School teacher, Primary School Headteacher, Primary School teacher trainer (Tutor), Lecturer and Head of Department.

Basil Tibanyendera, Bishop Stuart University

Lecturer, Bishop Stuart University.
Faculty of Education, Arts and Media Studies.

References

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Gizir, C., & Aydin, G. (2009). Protective factors contributing to the academic resilience of pupils living in poverty in Turkey. Professional School Counseling, 13(1), 38-49.

Kilminster, S. M., & Jolly, B. C. (2000). Effective supervision in clinical practice settings: a literature review. Medical education, 34(10), 827-840.

Okorji, P. N., & Ogbo, R. N. (2013). Effects of modified clinical supervision on teacher instructional performance. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 4(6), 901-905.

Shinkfield, A. J., & Stufflebeam, D. L. (2012). Teacher evaluation: Guide to effective practice (Vol. 41). Springer Science & Business Media.

Spiro, Feltovich, and Coulson (1988) theory of Cognitive Flexibility. International Journal of Educational Development, 28(3), 268-285.

Tracz, S., & Chiero, R. (2012). Examination of alternative programs of teacher preparation on a single campus. Teacher Education Quarterly, 39(4), 55-74.

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Published

2023-06-29

How to Cite

Wilber, N., Barigye, E., & Tibanyendera, B. (2023). Clinical Supervision and Teachers’ Preparation for Teaching in Universal Primary Education Schools of Mbarara City in Southwestern Uganda. Bishop Stuart University Journal of Development, Education & Technology, 1(2), 51–62. https://doi.org/10.59472/jodet.v1i2.20

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