Modelling pre-service teachers’ perceptions of teaching practice: influences on instructional readiness and delivery in Ghana

This study examines the impact of pre-service teachers’ perceptions of teaching practice on their instructional readiness and delivery at a Ghanaian university. Guided by an explanatory cross-sectional design, the research examines the pre-service teachers' instructional document preparation and relationships with internal stakeholders such as mentors and cooperating teachers. Data were collected from 864 pre-service teachers across various educational programmes and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results indicate that while a clear understanding of the teaching practice concept positively impacts instructional delivery, the perceived importance of teaching practice exerts a more substantial influence on instructional preparedness, stakeholder relationships, and ultimately, teaching effectiveness. Instructional document preparation significantly mediates these relationships, underscoring its role in translating perceptions into practice. The study highlights the critical need for teacher education programmes to enhance the valuation of teaching practice and develop practical planning skills. Findings further suggest that supportive collaboration with mentors and school stakeholders contributes to improved instructional outcomes. These insights have important implications for curriculum design, mentorship training, and policy formulation aimed at strengthening practicum experiences in resource-constrained contexts in Africa.