Abstract:

Teacher practicum is a critical component of teacher education, shaping student teachers’ professional development, confidence, and motivation to remain in the profession. In South Africa, teacher retention is a concern, as studies have revealed that many novice teachers feel unprepared for the realities of diverse school contexts. Practicum experiences are significantly influenced by the socio-economic context of placement schools, which vary widely in resources, class sizes, and institutional support.

This study aimed to examine the experiences of student teachers during their teaching practice placements across different socio-economic school contexts. The insights gained were critically analysed to determine whether their experiences, intertwined with mentorship quality and support structures, influence student teachers’ commitment to the teaching profession. This study was analyse through the Self-Determination Theory, which emphasises the importance of autonomy, competence, and relatedness on human motivation. The methodology comprised a mixed-methods design. Thematic analysis was used to analyse structured questionnaires that were administered to approximately 120 third- and fourth-year student teachers; 15 student teachers were then purposefully selected to participate in semi-structured interviews. Selected participants were purposefully selected based on their teaching experience of placements in both public and independent schools.

The key findings of this study suggest that exposure to diverse school contexts enhances student teachers’ adaptability, problem-solving skills, and professional confidence. Furthermore, well-resourced schools support skill development and self-efficacy, while under-resourced schools promote resilience, creativity, and a deeper understanding of learners’ needs. Mentorship quality emerged as a key factor influencing preparedness, professional identity, and career commitment. Structured and supportive mentorship strengthened autonomy, competence, and relatedness, whereas weak or inconsistent mentorship undermined the confidence and motivation of student teachers. Progressive teaching responsibilities and aligned institutional support received by student teachers further reinforced skill development, professional growth, and commitment to the teaching profession.

The study recommends that both school context and mentorship quality are central to preparing student teachers and shaping their career intentions. To improve teacher retention, higher institutions of learning and schools need to form stronger collaborative partnerships to ensure well-supported, structured, and contextually responsive practicum experiences for student teachers. This study has revealed that effective school mentorship, carefully planned placements, and sufficient higher institutions of learning support are essential for developing resilient, motivated, and capable teachers able to thrive in diverse South African classrooms.

Keywords:

Teacher practicum, student teacher retention, mentorship, school context, socio-economic disparities, professional development, South Africa.