Contribution of Teaching Practice in Improving Pre- Service Teachers’ Competency in Public Secondary Schools in Arusha City

Joseph Ngaya & Christine Mnjokava
St. Augustine University of Tanzania (SAUT), Arusha
Email: lukumayjoseph121@gmail.com/ cmnjokava@yahoo.com

Abstract: This study assessed the contribution of teaching practice (TP) in improving pre-service teachers’ competency in public secondary schools. It focused on: the extent TP contributes in improving pre-service teachers’ competency in public secondary schools and the strategies for the TP activities towards improving pre-service teachers’ competency. Teacher’s Practical Theory guided the study. Mixed methods approach was adopted. The target population of 340 consisted of 170 TP teachers, 68 academic teachers, 68 quality assurance teachers and 34 school heads. Sample size comprised of 51 TP students’ teachers, 20 academic teachers, 20 quality assurance teachers and 10 school heads. Stratified random and purposive sampling techniques were used to select sample size. Questionnaire and interviews were used as data collection instruments. Validity was established through expert judgment whereas reliability was determined using test-retest technique. Reliability index, r=0.839, was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained through multiple analysts and reporting of research process. Descriptive statistics analysed quantitative data in SPSS version 25 and results were presented in tables, while qualitative data were analysed thematically along research questions and presented in narrative forms. The findings revealed that TP is a critical bridge between theoretical instruction and practical application in real-world classrooms. It not only enhances teaching skills but also improves the professionalism of pre-service teachers by embedding values, ethics, and practical means. In conclusion, TP is a pillar in teacher education for developing competent, ethical, and confident pre-service teachers. This study recommends that educational stakeholders should collaborate to strengthen TP programmes.