Perceived Factors that Promote Result-Oriented Practices of Guiding Standards in Teacher Training Universities in Mozambique

Abstract

The study explored factors that promote result-oriented practices of guiding standards in teacher training universities in Mozambique using the descriptive survey design. The target population was 2340 students in the final year at four government teacher training university centres in Mozambique. A total of 242 teachers in training were selected using the simple random sampling method to constitute the sample and fill the questionnaire. Data was analysed through descriptive statistics in terms of mean scores and standard deviations. The scale for mean score interpretation was as follows: 3.51-4.00 = highly critical factor, 3.50-3.00 = moderately critical factor, 1-51-2.9 = less critical factors and 1.5-1 = not critical factor. The study concluded that factors being studied constitute an important aspect for teacher training programs to effectively promote result-oriented practices of guiding standards. Based on the conclusion, the study recommended that teacher training institutions in Mozambique should incorporate the 14 factors as key ingredients in teacher training programs so as to equip novice teachers with required skills. The same can be done to practicing teachers through workshops and seminars.