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

This study examines how pre-service teachers’ perceptions of teaching practice affect their instructional readiness and delivery at a Ghanaian university. Using an explanatory cross-sectional design, the research examines pre-service teachers' instructional document preparation and their relationships with internal stakeholders, such as mentors and cooperating teachers. The study collected data from 864 pre-service teachers across various educational programmes and analysed them 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.