Selected factors that determine the choice of teaching practice schools by student teachers in Moi University, Eldoret, Kenya

Abstract

The purpose of this study was to analyze the factors that determine the choice of teaching practice schools by student teachers. The study was guided by the following research objectives, to find out the ways in which facilities and resources in the schools influence choice of teaching practice schools by the student teachers, to determine the peer influence on choice of teaching practice schools, to establish the influence of the school`s academic performance on choice of teaching practice schools, and to assess the influence of parents on choice of teaching practice schools by the student teachers. The theoretical framework used was based on Trait factor theory developed by Holland (1971) and whose application was proposed by Igbinedion (2011). His theory model centered on how individuals with given personality characteristics are likely to react in work environments that are congruent with their characteristics. According to the theory, people search for an environment that will allow them to exercise their skills and abilities, and to express their attitudes and values. The study adopted a survey design of descriptive nature. It targeted 1361 fourth year Bachelor of Education students from Moi university main campus, Eldoret west campus, Kitale campus, Kericho campus and Odera Akango campus. Zonal supervisors also participated in the study. Student teachers were stratified into their respective campuses then proportionate random sampling was used to select 15% of the target population from each campus. Zonal supervisors were purposively selected. 240 student teachers and 6 zonal supervisors participated in the study. Questionnaires and interview schedule were used as data collection instruments. Questionnaires were administered to student teachers while zonal supervisors were interviewed. Data was analyzed using qualitative descriptive statistical technique, specifically frequency tables and percentages. Bar graphs and pie charts were used to analyze biographical data. Data collected was coded by use of Statistical package for social sciences (SPSS) program. The study revealed that facilities and resources, peers, schools’ academic performance and parents influenced choice of teaching practice schools. Based on the findings of this study, it is recommended that the schools used for teaching practice be vetted to ensure that only those schools that provide a conducive and supportive environment to student teachers are used. Secondly, student teachers need to understand that peers may influence their professional development either positively or negatively. Thirdly, given the fact that learners are of different academic abilities, student teachers should be ready to meet the unique needs of each individual learner. Student teachers should therefore be prepared, in readiness to teach in high performing schools, average performing schools or the low performing schools. Lastly, student teachers should be encouraged to practice in different parts of the country, not necessarily near their homes. This is to allow for exposure and also to prepare them so that they can serve in any region within the country ones employed. It is also suggested that, further research be carried out in other universities and colleges on the factors that determine choice of teaching practice schools. Secondly, research to be carried out on the challenges facing student teachers while on teaching practice. Lastly, research should be carried out on the factors that influence the professional development of student teachers during teaching practice.