The role of clinical supervision in the development of student teacher competences: a case of selected PTC's in Kampala district

Abstract

The purpose of this study was to investigate the role of clinical supervision in the development of student teacher competences, in selected PTCs of Kampala district. The study objectives included; to examine the clinical supervision activities conducted by tutors during school practice, to find out whether the supervisory approaches used by tutors at post observation conference contributed to competence development, and to establish how students’ attitude on clinical supervision affected competence development. A sample size of 212 respondents participated in the study. This consisted of 4 administrators, 32 tutors and 176 student teachers. The study employed a case study research design that employed both quantitative and qualitative approaches. Purposive sampling was used in selecting the respondents. Data collected through questionnaires was analyzed using Statistical Package for Social Sciences (SPSS). Qualitative data analysis involved categorizing data and then attaching it to the appropriate statements. Results revealed that all (100%) tutors guided students on how to make schemes of work, all (100%) tutors guided students on how to make lesson plans, all (100%) tutors sat in class and observed how the lessons were being delivered by a student teacher, all (100%) tutors analyzed data after observing the teaching and all (100%) tutors held a post observation conference. Results further showed that approaches used by tutors at post observation conference significantly contributed to competence development during school practice (r =.758**: p= .000). 57.4% variance in student teachers’ competence development is attributed to post observation conference approaches (Adjusted R Square = .572). Post observation conference approaches were more statistically significant predictor of student teachers’ competence development (Beta = .758, Sig. = .000). Results also indicated that there was a significant relationship between students’ attitude on clinical supervision and competence development (r =.376**: p= .000). 14.1% variance in competence development is attributed to Students teachers’ attitude on clinical Supervision (Adjusted R Square = .137). Students’ attitude on clinical supervision was a statistically significant predictor of competence development (Beta = .376, Sig. = .000). In conclusion, it was established that clinical supervision developed key teacher competencies. Tutors used all the approaches at post observation conference that was non-directive, collaborative and directive but the dominantly used was directive.