Student-Teachers’ Concerns: Predictors of Pre-Internship Results Among Level 300 Physical Education Students-Teachers of University of Education, Winneba, Ghana

Munkaila Seibu, Richmond Stephen Sorkpor, Regina Akuffo Darko, Rahmat Mensah, Yayra Kluboito, Francis Frimpong, Henry Augutine Pufaa (Jnr) and Eric Ayine Aloko
Additional contact information
Munkaila Seibu: University of Education, Winneba, Ghana.
Richmond Stephen Sorkpor: University of Education, Winneba, Ghana.
Regina Akuffo Darko: University of Education, Winneba, Ghana.
Rahmat Mensah: University of Education, Winneba, Ghana.
Yayra Kluboito: University of Education, Winneba, Ghana.
Francis Frimpong: University of Education, Winneba, Ghana.
Henry Augutine Pufaa (Jnr): University of Education, Winneba, Ghana.
Eric Ayine Aloko: University of Cape Coast, Ghana.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1400-1407

Abstract: Pre-internship is a crucial component of teacher education programmes, which significantly contributes to the professional development of student-teachers. It is the first formal practical micro-teaching student-teacher experience under the supervision of their lecturers as a means of preparing them for a semester internship. However, student-teachers leave for internship with different levels of concerns that need to be resolved by the stakeholders during pre-internship for effective career development. This study aimed to determine which student-teacher concerns (self, task and impact) predict level 300 Physical Education (PE) student-teacher pre-internship results at the University of Education, Winneba-Ghana. A quantitative cross-sectional descriptive survey employing a census sampling technique was used to include all the 243 students who participated in the 2022/2023 academic year pre-internship in this study. The Teacher Concerns Questionnaire (TCQ) was adapted and used for data collection. Data was analyzed using an independent sample t-test and multiple linear regression. The findings revealed that participants who were untrained teachers showed a higher self-concern (M = 19.47, SD = 5.31), task concern (M = 18.26, SD = 4.28) and a higher impact concern (M = 26.91, SD = 6.55), than their trained colleagues (M = 17.18, SD = 4.87), (M = 16.67, SD = 4.05), (M = 24.51, SD = 6.22) respectively. However, it was also found that self-concern, task concern and impact concern did not statistically predict pre-internship final scores (F (3,234) = .77, p > .05, R = .099, R2 = .010). Additionally, an R2 of .010 indicates that the overall effect of self, task and impact concerns on pre-internship final score is only 1%. Also, zooming into the individual contribution of each concern variable, such as self-concern (t (234) = -.248, p = .804), task concern (t (234) = -1.222, p = .223) and impact concern (t (234) = .808, p = .420) explains why collectively they did not statistically predict pre-internship seminar final scores. This result demonstrates that during the pre-internship seminars, student teachers received constructive feedback and good mentoring from their university supervisors, which helped them address the majority of their concerns and enhanced their teaching experience. It is therefore concluded that student-teachers had most of their concerns resolved due to a good feedback system and effective monitoring by their university supervisors. However, since pre-internship teaching was purely peer teaching, the student-teachers might have been very conversant with their colleagues and would not see them as real students, hence showed no concern at all. It is recommended that a follow-up study on the same participants be carried out during their internship programme to find out if these concerns will surface.

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... sue-3s/1400-1407.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... ation-winneba-ghana/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:i:3s:p:1400-1407

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().