The Impact of Supervision and Mentorship Practices on Perceived Competence of Teacher-Trainees and Beginning Teachers in Ghana
AbstractThis 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.
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.
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.
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.
(IFE Psychologia (2002) 10(2), 79-90)