The study explored the challenges facing female teacher-learners on distance education programmes at Winneba Study Centre, University of Education, Winneba, and the support services available for them. A descriptive survey design was employed for the study and a structured questionnaire was used to gather data. A sample of 140 female teacher-learners selected through stratified and simple random sampling procedures was used for the study. The data gathered was presented in means and standard deviations. The study revealed that the students were confronted with many challenges relating to poor academic performance, funding of their programmes, communication with the Study Centre and, sometimes, their tutors for feedback on the quizzes written and the assignments submitted. Among others, the study concluded that most of the teacher-learners struggle to study at home which translates into poor academic performance. This was attributed to combination of numerous household duties and social responsibilities. Therefore, the study recommended that the Study Centre in collaboration with the authorities at the University of Education, Winneba, should support these students by strengthening the counselling services offered to them. Apart from the support from the University’s Counselling Centre, Academic Counsellors could be attached to each of the study centres so that they could assist the students to address the challenges they face.
Keywords: Distance Education, Female-teacher Learners, Study Centre, Support Systems, student services
