Dr Hussaini Manir & Amina Rahma Audu
Abstract
This study assesses time allocation and adequacy in the supervision and mentoring of pre-service teachers during teaching practice in teacher training institutions in Sokoto State. The objectives were to determine the amount of time supervisors spend on individual pre-service teachers and to examine the adequacy of this supervision and mentoring. A case study approach employing both qualitative and quantitative methods was used. The study sampled 278 lecturers from a total population of 975, along with 15 purposively selected supervisors with relevant teaching practice experience. Data were collected through a self-designed questionnaire, observation technique, and in-depth interview. Reliability testing using the Pearson Product-Moment Correlation Coefficient yielded indices of 0.89 and 0.80. Quantitative data were analyzed using descriptive statistics, while qualitative data were transcribed and examined thematically. Findings revealed that classroom supervision during teaching practice typically lasts between 11 to 20 minutes, which was deemed inadequate for comprehensive evaluation. However, supervisors were found to allocate sufficient time for pre-teaching and post-teaching mentoring sessions. The study recommends, among others, extending classroom supervision time to ensure a complete assessment of lessons, improving supervisor training on time management, and reducing the supervisor-to-student ratio.