n IFE PsychologIA : An International Journal - The impact of supervision and mentorship practices on perceived competence of teacher-trainees and beginning teachers in Ghana




This study aimed at finding out the self-perceived competencies that teacher-trainees and beginning teachers acquired as the impact that practicum supervision and mentorship have had on them. <br>Stratified and simple random sampling procedures were used to select 446 second year and third year teacher trainees and beginning teachers for the study. A 39-item inventory with an internal reliability coefficient of 0.85 was used to collect data. General Linear Model univariate analysis of variance, t-test of independence and Pearson's Product Movement correlation coefficient were used in analysing the data. <br>The results show that there is a statistically significant difference in self-perceived competence among the three cohorts - second year, third year students and beginning teachers - as a result of practicum supervision and mentorship practices. A statistically significant relationship was also found between the self-perceived competence perceptual scores and practicum assessment scores of the participants, even though the relationship was very low. <br>It is recommended that the Ghana Education Service should ensure that the policy guidelines on the IN-IN-OUT programme are properly implemented to guide practicum supervision in Ghana. In furtherance of this, the focus during the out period should be on clinical supervision.


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