Lecturers’ Clinical Supervision Activities During School Practice- A Ugandan Context

Aruho Felix, Nkwatsibwe Innocent, Arishaba Emilly, Ampumuza Daphne Sheilah and Kasajja John
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Aruho Felix: Mbarara University of Science and Technology,
Nkwatsibwe Innocent: Mbarara University of Science and Technology,
Arishaba Emilly: Mbarara University of Science and Technology,
Ampumuza Daphne Sheilah: Bugema University
Kasajja John: Bugema University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 1500-1507

Abstract: This study examined the clinical supervision activities conducted by lecturers during the June/July 2024 school practice at Bugema University. The purpose of the study was to investigate the extent to which lecturers engage in core clinical supervision tasks such as lesson planning support, classroom observation, and feedback provision to student teachers. The target population consisted of lecturers from Bugema University who were involved in supervising student teachers during the specified school practice period. A purposive sampling technique was used to select a sample of thirty-two (32) lecturers, including twenty (20) males and twelve (12) females, based on their active participation in the school practice supervision exercise. The study adopted a descriptive research design and employed a quantitative approach for data collection. A structured questionnaire, based on a five-point Likert scale, was used to gather data on various clinical supervision activities. Descriptive statistics, including means and standard deviations, were used to analyze the data. The findings revealed that lecturers were actively involved in key supervision activities. For example, respondents strongly agreed that they guided student teachers in preparing schemes of work (M = 4.97, SD = 0.177), creating lesson plans (M = 4.84, SD = 0.369), and using instructional materials (M = 4.53, SD = 0.671). They also observed classroom teaching (M = 4.94, SD = 0.246), conducted post-observation analysis (M = 4.72, SD = 0.457), and provided feedback through post-observation conferences (M = 4.81, SD = 0.397). However, pre-observation conferencing was relatively weak (M = 3.44, SD = 1.435), indicating an area needing improvement. The study concluded that while lecturers demonstrated strong involvement in most clinical supervision practices, more emphasis should be placed on strengthening pre-observation conferencing to enhance the effectiveness of the school practice experience.

Date: 2025
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