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

Irene Aheisibwe; Enock Barigye

doi:10.37284/eajes.8.3.3476

Irene Aheisibwe Mbarara University of Science and Technology
Enock Barigye Mbarara University of Science and Technology

DOI: https://doi.org/10.37284/eajes.8.3.3476

Keywords: Institutional Support, Supervisory Practices, Competency Acquisition

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Abstract

This study investigated the influence of institutional support and supervisory practices on competency acquisition among student teachers during school practice in South Western Uganda. Teacher education has been recognised as critical for national development, yet challenges such as inadequate resources, inconsistent supervision, and weak collaboration between training institutions and practicum schools hinder effective competency development. Using a mixed-methods approach, data were collected from 151 student teachers through questionnaires, interviews, and observation checklists. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were thematically analysed to enrich understanding. The findings revealed a significant positive relationship between institutional support, including provision of teaching materials, curriculum guidance, and professional environment and the acquisition of key teaching competencies such as lesson planning, classroom management, and assessment aligned with the Competency-Based Curriculum (CBC). Supervisory practices, characterised by constructive feedback, mentorship, and regular visits, also showed a substantial impact on competency development. Importantly, the combined effect of institutional support and supervisory practices was found to be a stronger predictor of competency acquisition than either factor alone, underscoring the need for integrated support systems. Despite these positive influences, gaps remained, particularly in ICT integration and equitable supervision. The study recommended policy reforms to strengthen resource allocation, standardised supervision, and collaborative frameworks between training institutions and practicum schools. These findings provided valuable insights for improving teacher education quality and enhancing learner outcomes in Uganda and similar contexts

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