ABSTRACT
This study was designed to determine the roles of teachers and head teachers in the supervision of teaching practice students in the Kumasi Metropolis. The study utilized descriptive survey design. Quantitative research approach was used for the study. The study employed purposive sampling technique to recruit 160 head teachers and teachers at the selected basic schools. The instruments used for this research was questionnaires. Statistical package for social sciences (SPSS) version 20 was used to generate the study results. The data was analysed with the use of descriptive statistics indicating the frequencies and percentages. The results indicated that head teachers and teachers in the Kumasi Metropolis played key roles in the supervision of students. The study revealed that the head teachers and teachers regularly supervised the work done by the teacher mentees. Moreover, they properly evaluated the mentees work. Also, they conducted conferences with teacher mentees. The head teachers and teachers provided opportunities for teacher mentees to meet and share ideas about instruction. They also discussed issues concerning effective teaching and assisted the mentees to develop interpersonal skills. The head teachers and teachers were punctual at school to support and supervise mentees. They also observed that TLMs were appropriately used to enhance teaching. The study concluded that the mentors do not use the latest Information and Communication Technology (ICT) to disseminate information about the various issues mentees experience in teaching practice. The study recommended that the Ghana Education Service through the District Education Directorate should organise periodic seminars, conferences, lectures, in-service training programmes to improve mentors’ expertise regarding the use of Information Communication Technology in mentoring mentees.
