Tutor competence and grade iii student teachers' academic performance in primary teachers' colleges in the southern region of Uganda

Abstract

The purpose of the study was to establish whether there is a significant relationship between Tutor competence and Grade III student teachers' academic performance. The research was carried out in three Primary Teachers' Colleges in the southern region of Uganda. The study sample was selected through simple random and purposive sampling techniques. The sample size comprised of nine college administrators, twenty nine tutors and one hundred eighty nine students. Data was collected through questionnaires, interview and document analysis. The study used both quantitative and qualitative data analysis techniques. The research established that few tutors are Masters degree holders and some are still Diploma holders thus need to be assisted to upgrade to higher academic qualifications. The findings also revealed that there is a significant relationship between tutors' subject knowledge and promotional examination results at 0.05 level (2-tailed). The findings further revealed that upgrading improves on tutors' pedagogical competence. The findings indicated that the majority of the students passed with a credit. The study therefore recommended that tutors in primary teacher training colleges should be encouraged to upgrade to acquire higher qualifications, attend seminars, workshops to update their knowledge, pedagogy and mentoring competence for efficiency and effectiveness in their jobs. Furthermore, the Ministry of Education and Sports should have a standardized system of recruitment of tutors to avoid incompetent tutors being recruited in teacher training colleges and this can be done by considering those who have done Bachelors of Teacher Education or a Post Graduate Diploma in Teacher Education that enables them acquire pedagogical and mentoring competence.