Orientation, Supervision and University Student-teacher Performance in Oyo State, Nigeria


  • Afolakemi Olasumbo Oredein Lead City University
  • Monilola Dasola Oyetade Lead City University




supervision, teaching practice, orientation, student-teacher


This study examined the influence of teaching practice orientation and supervision on university student-teachers’ performance in selected public secondary schools in Ibadan. The population consisted of all the penultimate and final year of the Faculty of Education students in the sampled instituitons. The sample was made of two hundred (200) student-teachers from 300 and 400 levels respectively and twenty cooperating teachers making two hundred and ten (210). Multistage and simple random sampling techniques were used to select the sample. For data collection, developed structured questionnaire was adopted and three research questions and two research hypotheses were formulated and tested at 5% level of significance. The instrument was given face validity and the reliability Cronbach Alpha was 0.86. Descriptive research design was used and the data collected was analyzed using descriptive and inferential statistics such as ANOVA and t-distribution test was used to analyze the gender difference. Among others, the result revealed a combined influence of teaching practice orientation and supervision (F=10.87, P<0.05) on the university possessive-teacher performance during the teaching practice exercise. It was recommended that teaching practice committee of each university should make sure that possessive-teachers are posted to the practicing schools where they are needed.

Author Biographies

Afolakemi Olasumbo Oredein, Lead City University

Department of Educational Management (Dean, Postgraduate School)

Monilola Dasola Oyetade, Lead City University

Department of Guidance and Counselling (Lecturer)


Journal Papers

Bryk, A. (1988), Musings on the Moral Life of Schools. American Journal of Education, 96, 256-290

Damola, S.O. (1991), Teaching practice and university admission for NCE graduates. Ilorin Journal of Education. 11(1), 88-94

Cladinin, D.J., & Connelly, F.M. (1986), Rhythms in teaching: The narrative study of teachers’ personal practical knowledge of classrooms. Teaching and Teacher Education, 2,372-387.

Emerole, E.N. & Muraina, K.O. (2015), Teaching practice anxiety sources as correlates of teaching performance among student-teachers in federal colleges ofeEducation in southwestern Nigeria. European Scientific Journal, Vol 11 (22), ISSn (e) 1857-7431, 1857-7881(P).

Saricoban, A. (2010), Problems encountered by student-teachers during their practicum studies. Procedia-social & Behavioural Sciences 2(2), 707-711.

Schaefer, D. (2001), The Ohio State University supervision research programme summary report. Journal of Teaching Physical Education, 9, 69-74.

Shul-man, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-21.


Anning, A. (1988), Teachers’ Theories about Children’s Learning in J. Calderhead (Ed.), Teachers’ Professional Learning (pp.128-145), London, UK: Falmer Press.

Clandinin, D.J., (1986), Classroom practice: Teacher images in action. Lewes: Falmer

Dibbon, S.B.G. (2004), Student-teachers and individual differences. New York: Plenum Press.

Schön, D. (1982). The reflective practitioner. New York: Basic Books.

Conference Proceedings

Ijaiya, N.Y.S. 1991. A guide to supervision of Instruction. Ilorin: My Grace Repro.co.

The Alberta Teachers’ Association 2017. Nature of Teaching and Teaching as a profession. Edmonton, Alberta TSN 2R1

Online Publications

Bolarinwa, O. (2010), Effects of teaching practice on students in tertiary institutions in Nigeria, Munich, GRIN Verlag, http://www.grin.com/en/e-brok/182582/effects-of-teaching-practice-on-student-teachers-in-tertiary-institutions

Faulkner, S.A. & Cook, C.M. (2006), Testing vs teaching: The perceived impact of assessment demands on middle grades instructional practices. RMLE Online, Research in Middle Level Education, 29(7).

Available Online: http://dx.doi.org/10.1080/19404476.2006.11462030 (25 August, 2015).


Hoben, N. (2006). Real Teachers, real classrooms and real experiences: The work of associates with pre-service teachers on practicum. A thesis completed in partial fulfilment of the requirements for the degree of Doctor of Education, The University of Auckland




How to Cite

Oredein, A. O., & Oyetade, M. D. (2018). Orientation, Supervision and University Student-teacher Performance in Oyo State, Nigeria. Advances in Social Sciences Research Journal, 5(11). https://doi.org/10.14738/assrj.511.5422