Abstract Volume:9 Issue-6 Year-2021 Original Research Articles
|Online ISSN : 2347 - 3215
Issues : 12 per year
Publisher : Excellent Publishers
Email : firstname.lastname@example.org
Student satisfaction at educational institutions has become an important component of quality assurance. The main purpose of the present study was to investigate satisfaction of student teachers with academic support services and its relationship with academic self-efficacy. A sample of 341(207 male and 134 females) students participated in the study. Questionnaire and focus group discussion were employed to gather data. Measures of satisfaction with student support services and college academic self-efficacy scales were administered. Both quantitative and qualitative data analyses techniques were used. The result of the study showed that a) the majority of Students’ level of satisfaction on academic support services and their academic self-efficacy is high across program type and year level,b) at P< 0.05 level, there was direct and positive relationship between satisfaction and academic self-efficacy,c) there was significant difference between males and females on measures of satisfaction but no statistical difference on academic self-efficacy measures, there was no significant academic self-efficacy difference among the three batches but there was difference on measures of satisfaction at 95 % confidence level, d)No significance difference was found between regular and extension trainees on both satisfaction and academic self-efficacy measures,e) there was significance difference on measures of satisfaction with student support services but not on college academic self-efficacy measures among departments. Based on the finding it was recommended that the college should improve academic support services so as to increase student’s satisfaction and there by improve their academic self-efficacy.
How to cite this article:
Kassahun Hussen. 2021. A Study of Student-Teachers Satisfaction with Academic Support Services and its Relation with their Academic Self-efficacy: The case of Woldia College of Teachers Education.Int.J.Curr.Res.Aca.Rev. 9(6): 92-104