School Practice and Professional Competencies of Student Teachers: A case of Gulu University
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Date
2026-10
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Gulu University
Abstract
The study investigated the influence of School Practice on the professional competencies of student teachers at Gulu University. It was guided by three specific objectives: to examine stakeholders’ perspectives on School Practice, assess the level of professional competencies among student teachers, and establish the relationship between School Practice and professional competencies. The study employed a mixed-methods approach using a convergent parallel research design. Data were collected from 205 respondents and participants using questionnaires and semi-structured interviews, achieving an overall response rate of 72.7%. Quantitative data were analysed using SPSS version 25.0, while qualitative data were analysed thematically. The findings revealed that stakeholders valued School Practice, particularly mentorship and pre-school practice preparation. Student teachers also demonstrated high levels of professional competencies. Correlation analysis revealed strong to very strong, positive, and statistically significant relationships between School Practice activities and professional competencies, with coefficients ranging from r = 0.70 to r = 0.84 (p < 0.01). The average of the reported correlation coefficients was approximately r = 0.77. The study concluded that School Practice is strongly associated with the professional competencies of student teachers at Gulu University. It is recommended that continuous professional development for university supervisors be strengthened and that School Practice supervision and monitoring tools be reviewed to align with emerging pedagogical trends.