August 12, 2025East African Journal of Education StudiesOpen Access

Institutional Support and Supervisory Practices as Predictors of Competency Acquisition among Teachers on School Practice in Southwestern Uganda

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Institutional support significantly enhances competency acquisition among student teachers in Uganda.
Data from 151 student teachers were analyzed using both quantitative and qualitative methods for comprehensive insights.
Supervisory practices like mentorship and feedback were crucial for improving teaching competencies.
Findings suggest integrated support systems are essential for effective teacher education and learner outcomes.

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Implication

Mixed-methods research highlights the role of institutional support and supervisory practices in boosting competency acquisition among student teachers in Uganda.

Cite This Study

Aheisibwe et al. (2025) studied this question.

synapsesocial.com/papers/689e03e9d61984b91e13d0b2 https://doi.org/10.37284/eajes.8.3.3476

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Implication

Mixed-methods research highlights the role of institutional support and supervisory practices in boosting competency acquisition among student teachers in Uganda.

Institutional Support and Supervisory Practices as Predictors of Competency Acquisition among Teachers on School Practice in Southwestern Uganda

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Discussion

Implication

Cite This Study

Institutional Support and Supervisory Practices as Predictors of Competency Acquisition among Teachers on School Practice in Southwestern Uganda

Key Points

Discussion

Implication

Cite This Study

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