CHALLENGES TEACHER TRAINEES FACE DURING TEACHING PRACTICE SUPERVISION IN PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA
Abstract
The purpose of this study was to examine the challenges teacher trainees face during teaching practice supervision in public secondary schools in Nairobi County, Kenya. The study was grounded in Clinical Supervision Theory. A mixed-methods research approach using a convergent parallel design was utilized. Both cross-sectional and phenomenological research designs were integrated. The targeted population comprised of 101 principals, 2,455 teachers, 560 teacher trainees, and 11 sub-county directors. Stratified, simple random, systematic sampling and purposive sampling techniques were used to select approximately 437 participants, comprising 15 principals, 333 teachers and 84 teacher trainees. Data collection instruments included questionnaires, in-depth interview guides, a document analysis guide, and an observation checklist. Quantitative data were analyzed using descriptive and inferential statistics (Pearson Correlation), which were processed using Statistical Package for the Social Sciences (SPSS) version 29. Quantitative data were presented in tables using frequencies and percentages. Qualitative data were thematically analyzed and presented in the form of narratives and direct quotes. The study revealed that teacher trainees face several challenges during teaching practice supervision, including irregular supervisory visits due to principals’ administrative burdens, limited feedback and mentorship. Resource shortages, such as inadequate teaching materials, further hinder effectiveness. While most supervision environments are supportive, some trainees’ experience anxiety, highlighting the need for emotional support. Limited time for supervision meetings and principal unavailability remain significant concerns. The study recommends that the Ministry of Education in Kenya develop clear guidelines ensuring regular, well-structured supervisory visits and allocate adequate resources to support teaching practice. It should also provide training programs for principals on adequate supervision and trainee mentorship. Principals, on their part, should schedule consistent supervision meetings, provide timely feedback, ensure availability for guidance, and offer emotional support to trainees, fostering a conducive environment for professional growth.
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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6284
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