Exploring Student Teachers’ Perspectives of School Administrators Support During School Practice in Uganda

Abstract

This study investigates the collaborative potential between universities and schools in enhancing teacher training, focusing specifically on student teachers’ perceptions of support from school managers during school practice (SP). The purpose of this research was to assess how various forms of support from school managers impact student teachers’ experiences and perceptions during practical training. Utilizing a qualitative case study design, the research involved a sample of 24 student teachers in the third and final year of study. Data collection tools included semi-structured interviews and focus group discussions, which provided in-depth insights into the participants’ experiences. Thematic analysis of the data revealed that student teachers perceived significant support from school managers in areas such as induction processes, equitable load distribution, managerial guidance, professional development opportunities, and motivational practices. However, a notable concern emerged regarding the negative perceptions arising from the absence of practicing teachers during SP. The findings suggest that while overall support from school managers was viewed positively, there are areas for improvement. The study recommends that universities should actively strengthen collaboration with placement schools by establishing formal partnerships, thereby enhancing the support system for student teachers during school practice experiences.