Pre-Service Teacher Training Quality: Influence of Quality Assurance Practices and Interrelationships with Leadership Role

Abstract

This study examined quality assurance practices and their influence on quality training of pre-service teachers, as well as the relationships between leadership roles, quality assurance, and teacher training quality in Colleges of Education (CoEs) in Ghana. A descriptive cross-sectional design was adopted, and stratified random sampling was used to sample 132 teaching staff and 357 students from five CoEs in the Eastern and Greater Accra Zone. A questionnaire was employed for data collection. Data were analysed using regression and mediation analysis. The key findings were that: quality assurance was identified to have a positive but statistically insignificant effect on students’ training in Colleges of Education in Ghana with an overall mean score of quality training of students’ measures was 4.75 (SD± 1.52). The overall mean score of leadership role measures from the tutor’s perspective was 4.65 (SD± 0.94). ii) leadership role positively and significantly mediates the relationship between quality assurance and quality training of students in Colleges of Education in Ghana with the overall mean score of leadership role measures from a student perspective being 4.71 (SD± 1.38). The study concludes that leadership strengthens the impact of quality assurance on student teachers’ training. The study recommends that quality assurance units in Colleges of Education in Ghana should be strengthened with the necessary resources to positively influence students’ training.