Students’ perception of conditions for self-efficacy during their internship programme. A case study of the University of Education, Winneba College for Distance And e-Learning

Abstract

This article examines the conditions (time and supervision) in achieving self-efficacy among distance education students on internship programme in the University of Education, Winneba. The purpose of this study was to find out if the conditions of time and supervision were adequately met for distance education students on internship programme in the University of Education, Winneba (UEW) to accomplish self-efficacy. The descriptive survey design was used in conducting the study. Data was collected by means of Google Docs; questionnaires were administered via students’ WhatsApp platforms. A sample of 1,087 final year distance education students was derived for the study through the availability sampling technique. The study concluded that the condition of time allocation for OCTPs to enable UEWDESTIs to achieve self-efficacy were not adequately met in the sense that they had little time to learn more relevant teaching skills, practicalise teaching theories, participate in every activity, and practice all teaching activities learnt. In essence, UEWDESTIs would need more time to practice and develop the teaching skills necessary to become more competent teachers.

Keywords

• Internship, student-teacher intern, self-efficacy, time and supervision