Abstract

Teachers plays pivotal role in promoting Sustainable Development Goals of education and its contribution to the national development agenda. School Practice is one of the fundamental cornerstones for training quality teachers by most institutions of higher learning. The practice offers student-teachers the opportunity to put theory into practice as they are allocated classes to teach. The study focused on determining the effectiveness of the school practice and mentorship at higher education institution of learning. The study adopted the theory of change (ToC) which underlines the view that “if mentoring and support of teachers is done through the school practice model, the teachers’ competence skills will be improved, effective teaching will be guaranteed, and student learning outcomes will be improved”. Ultimately, improved teaching will result in improved quality of education at large. The study target population was all Third-Year Students Teachers (2024 Cohort) (1000) from Kibabii university, the Host School Advisors (300) and, Zonal Coordinators (14) and Advisors (65). Data collection was carried out using an online questionnaire distributed via Google Forms, ensuring ease of access and participation across the targeted groups and interviews also was conducted on advisors and host institutions representative.This study adopted the  mixed design approach, which provides the opportunity of studying a phenomenon holistically in the way it is experienced by participants to get comprehensive findings regarding the use of mentorship during school practice in higher institutions of learning.Data was analyzed using both descriptive and inferential statistics and findings presented using tables,pie chats and graphs. The study revealed that majority of students (54%) disagreed with the notion that the assessment made them dislike teaching as a career, with an additional 37% strongly disagreeing with this sentiment. This suggests that most students were satisfied with their performance and the overall assessment process.The results also  indicate a generally positive perception of the support provided by advisors.on average, host advisors were impressed by the students’ overall personal outcomes, with a mean score of 3.9764 (equivalent to 79.528% on a 5-point scale). This high mean score suggests that the majority of students demonstrated a commendable level of competency and professionalism at their host schools. The variability and range of scores (Min=1.00, Max=5.00, Std. Deviation= 1.05312). Study recommended that the institution to increase the availability and accessibility of teaching and learning materials and essential resources to students teachers. Regular communication and coordination from zonal coordinators, particularly in relation to assessments and logistical support is highly recommended. Institutions should Implement a comprehensive briefing program that includes guidance on portfolio development, assessment expectations, and strategies for professional conduct during the teaching practice.