Factors and Challenges Affecting Performance of Student-teachers during their Practicum

Abstract

Teachers’ practicum commonly known as School Practice (SP) forms an integral component of the teacher-training curriculum at Mbarara University of Science and Technology (MUST). SP provides the teacher-trainees with the opportunity to blend educational theory with practice. The present study sought to establish factors affecting student’s performance and challenges faced in their practicum in the various secondary schools where they were posted. Data was collected from 567 second and third year teacher trainees during the school practice sessions of the period ranging from 2012 to 2014. Analysis was performed using SPSS-17. Significant differences were obtained between performance with different subject combinations offered and year of study, with third year students having better performances compared to second year students. There was a significant difference between school type preference with gender type and students offering different subject combinations. Challenges faced by teacher-trainees during SP included poor social support from school administrators and supervisors from the university, too many students in some schools, poor allocation of teaching load, and being unjustly shifted from their original schools of posting. In conclusion, there is need for improving the mode of supervision by the lecturers and school administrators for proper mentorship of the teacher-trainees at MUST.