INFLUENCE OF STUDENT TEACHERS’ PERCEPTION OF TEACHING PRACTICE ON ATTITUDE TOWARDS THE TEACHING PROFESSION IN NORTH RIFT REGION, KENYA

Abstract

Teaching practice exercise is a central aspect in the training of teachers. Student teachers are expected to develop skills and confidence during teaching practice exercise in preparation for the teaching profession. This study therefore investigated the influence of student teachers’ perception of teaching practice on their attitude towards the teaching profession in North Rift region of Kenya. The study objectives were to: determine the student teachers’ perception of teaching practice, establish the student teachers’ perception of their relationship with mentors during teaching practice, investigate the perception of student teachers regarding supervision during teaching practice and to find out the attitude of student teachers towards the teaching profession with respect to gender, mode of study and location of teaching practice school. The study, guided by situated learning theory and Functionalist theory of Attitudes, used Mixed Methods research design. The study population consisted of 1000 student teachers, 85 lecturers, 380 mentors and 66 head teachers. Purposive sampling was used to select 26 lecturers and 20 head teachers, stratified random sampling to select 114 mentors and 300 student teachers. Data were collected using questionnaires and interview guide. Test-retest method was employed to establish the reliability of the instruments. Content validity was used to ensure the instruments were valid. Qualitative data were transcribed and reported as emerging themes while quantitative data were analyzed using descriptive statistics, such as frequency counts, means and percentages. Inferential statistics such as ANOVA, Chi-square and Simple Linear Regression Analysis were applied using the Statistical Package for Social Sciences (SPSS) version 23.0. The study established if attitude towards teaching profession was affected by the gender of the students. Chi square value (χ), was 32.096 at p=0.005, which implied that there was an association of attitude and gender. The study further established if attitude towards teaching profession was affected by the study mode. From ANOVA test, the F-statistics was recorded as 62.911 at p=0.000, at 95% confidence level, this implied the model fitted between attitude and the study mode of students. From ANOVA to test the difference between rural and urban area’s student attitudes towards the teaching profession, F-statistics was recorded as 120.541 at p=0.087. P> 0.05 at 95% confidence level implying the model was not fit to explain the relationship between attitude and location of school. It was therefore concluded that, student teachers have a positive perception of teaching practice. Attitude towards the teaching profession was significantly affected by the gender and mode of study of the students and attitude towards the teaching profession is not significantly affected by the location of the teaching practice school. It is therefore recommended that, mentorship be encouraged in schools by the Ministry of Education in order to support student teachers develop a positive perception of teaching practice and attitude towards the teaching profession. It is hoped that this study will shed light on teaching practice programmes which will be significant to the ministry of Education, teacher training institutions, teacher trainees, lecturers and researchers who may be interested in further studies in this area.