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Effect of Accounting Mentorship Programmes on Professional Confidence among Accounting Education Students in Nigerian Polytechnics

Abstract

Professional confidence is an important attribute among Accounting Education students because confidence may influence their willingness to perform accounting tasks, communicate financial information, solve accounting problems, interact with clients and colleagues, and assume professional responsibilities. Accounting Education programmes are expected to prepare students not only with theoretical accounting knowledge but also with the confidence required to apply such knowledge in academic and workplace settings. However, some students may experience uncertainty about their accounting abilities, limited exposure to professional environments, fear of making errors, and inadequate interaction with experienced accounting professionals. Accounting Mentorship Programmes provide opportunities for students to interact with experienced accountants and educators who can provide guidance, professional advice, practical knowledge, constructive feedback, career information, and encouragement. Such programmes may strengthen students’ belief in their abilities and improve their confidence in performing accounting-related responsibilities. Against this background, this study investigates the effect of Accounting Mentorship Programmes on professional confidence among Accounting Education students in Nigerian polytechnics. The study will be anchored on Social Cognitive Theory, Experiential Learning Theory, and Human Capital Theory. Social Cognitive Theory explains how students’ confidence may develop through observation, modelling, social persuasion, feedback, and successful performance experiences. Experiential Learning Theory emphasizes the development of competence through practical experiences, reflection, conceptualization, and active experimentation. Human Capital Theory explains how investment in knowledge, skills, professional exposure, and career development may enhance students’ productivity, employability, and professional preparedness. Collectively, these theoretical perspectives provide a suitable framework for explaining how Accounting Mentorship Programmes may influence professional confidence among Accounting Education students. The study will adopt a quantitative quasi-experimental research design. The population will comprise Accounting Education students enrolled in selected Nigerian polytechnics. A multistage sampling technique will be used to select states, polytechnics, departments, levels of study, classes, and eligible students. Data will be collected using structured questionnaires, professional-confidence scales, mentorship participation records, mentor-mentee interaction records, practical accounting tasks, self-efficacy assessments, professional-communication assessments, and pre-test and post-test instruments. Accounting Mentorship Programmes will be assessed using indicators such as mentorship availability, mentor selection, mentor experience, frequency of mentorship meetings, duration of mentorship sessions, individual mentoring, group mentoring, accounting-professional interaction, workplace discussions, career guidance, professional advice, practical accounting guidance, accounting-task demonstrations, problem-solving guidance, feedback provision, performance review, goal setting, career planning, professional ethics discussions, workplace-behaviour guidance, communication guidance, leadership guidance, networking opportunities, professional-body awareness, employment guidance, interview preparation, CV guidance, workplace expectations, industry exposure, accounting technology guidance, professional development activities, role modelling, observation of professional practices, mentor encouragement, student participation, mentor accessibility, mentor responsiveness, mentor support, mentor follow-up, mentoring materials, mentoring resources, reflective activities, case discussions, professional scenarios, workplace simulations, individual assignments, group activities, professional projects, peer interaction, industry interaction, guest-professional sessions, accounting-office exposure, and continuous mentoring support. Students’ professional confidence will be assessed using indicators such as confidence in performing accounting tasks, confidence in recording transactions, confidence in preparing financial statements, confidence in preparing accounting reports, confidence in analysing financial information, confidence in interpreting accounting information, confidence in solving accounting problems, confidence in identifying accounting errors, confidence in correcting accounting errors, confidence in using accounting software, confidence in using spreadsheets, confidence in preparing accounting documents, confidence in handling financial records, confidence in communicating accounting information, confidence in explaining accounting procedures, confidence in responding to accounting questions, confidence in presenting accounting information, confidence in participating in accounting discussions, confidence in working independently, confidence in working in teams, confidence in making accounting decisions, confidence in exercising professional judgement, confidence in handling unfamiliar accounting tasks, confidence in meeting deadlines, confidence in interacting with clients, confidence in interacting with colleagues, confidence in communicating with supervisors, confidence in seeking clarification, confidence in asking professional questions, confidence in receiving feedback, confidence in correcting mistakes, confidence in learning new accounting procedures, confidence in adapting to accounting technology, confidence in workplace behaviour, confidence in professional communication, confidence in professional ethics, confidence in handling responsibility, confidence in accepting accountability, confidence in taking initiative, confidence in leadership activities, confidence in problem-solving, confidence in decision-making, confidence in career planning, confidence in job applications, confidence in interviews, confidence in networking, confidence in professional development, confidence in transitioning from school to work, confidence in applying theoretical accounting knowledge, confidence in applying practical accounting knowledge, confidence in demonstrating accounting competence, confidence in participating in workplace activities, confidence in professional interaction, confidence in career discussions, confidence in seeking employment opportunities, confidence in presenting oneself professionally, confidence in handling professional challenges, confidence in learning from experienced professionals, confidence in managing professional uncertainty, confidence in responding to workplace changes, confidence in taking on new responsibilities, confidence in demonstrating employability skills, and overall professional confidence. Descriptive statistics will be used to summarize students’ demographic and academic characteristics, mentorship exposure, professional experiences, and confidence levels. Inferential statistical techniques, including paired and independent t-tests, analysis of covariance (ANCOVA), correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of Accounting Mentorship Programmes on students’ professional confidence. Where a quasi-experimental design is adopted, professional-confidence scores before and after participation in the mentorship programme may be compared with those of a control group receiving conventional Accounting Education without structured mentorship to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that Accounting Mentorship Programmes have a significant positive effect on professional confidence among Accounting Education students in Nigerian polytechnics. Students who participate in structured mentorship programmes are expected to demonstrate greater confidence in performing accounting tasks, communicating professionally, solving accounting problems, using accounting technologies, making decisions, and responding to workplace responsibilities. Mentorship availability may provide students with greater access to professional guidance. Experienced mentors may serve as role models and demonstrate how accounting knowledge is applied in professional settings. Regular mentorship meetings may provide opportunities for students to discuss academic and professional challenges. Individual mentoring may allow mentors to provide personalized guidance based on students’ strengths and areas requiring improvement. Group mentoring may promote peer interaction and shared learning. Accounting-professional interaction may expose students to realistic expectations within the accounting profession. Workplace discussions may improve students’ understanding of professional responsibilities. Career guidance may help students develop clearer professional goals. Practical accounting guidance may strengthen students’ confidence in applying theoretical knowledge. Accounting-task demonstrations may provide students with examples of appropriate professional procedures. Problem-solving guidance may improve confidence in handling accounting challenges. Feedback and performance reviews may help students identify areas for improvement and recognize their existing competencies. Goal-setting activities may encourage students to develop achievable professional objectives. Career-planning activities may improve confidence in preparing for employment. Professional-ethics discussions may strengthen students’ understanding of appropriate workplace conduct. Workplace-behaviour guidance may help students become more comfortable with professional expectations. Communication guidance may improve confidence in communicating with supervisors, colleagues, and clients. Leadership guidance may strengthen students’ confidence in taking responsibility and participating in team activities. Networking opportunities may help students become more comfortable interacting with accounting professionals. Professional-body awareness may increase students’ understanding of professional development opportunities. Employment guidance may improve students’ confidence in seeking suitable accounting positions. Interview preparation may strengthen students’ confidence during recruitment processes. CV guidance may improve students’ ability to present their qualifications professionally. Workplace-expectation discussions may reduce uncertainty about professional responsibilities. Industry exposure may help students connect classroom learning with workplace practice. Accounting-technology guidance may strengthen confidence in using contemporary accounting tools. Professional-development activities may encourage students to take responsibility for continuous learning. Mentor encouragement may strengthen students’ belief in their accounting abilities. Mentor accessibility and responsiveness may provide students with timely support when they encounter difficulties. Mentor follow-up may encourage students to remain committed to professional development. Reflective activities may help students recognize progress and learn from previous experiences. Case discussions may strengthen confidence in analysing practical accounting situations. Professional scenarios may prepare students for realistic workplace challenges. Workplace simulations may improve students’ confidence in performing accounting responsibilities in controlled environments. Individual assignments may encourage independent application of accounting knowledge. Group activities may strengthen collaborative confidence. Professional projects may provide opportunities for students to demonstrate practical competence. Guest-professional sessions may expose students to diverse career experiences. Accounting-office exposure may improve familiarity with workplace procedures. Continued mentorship may reinforce students’ confidence through repeated guidance and successful experiences. However, the effectiveness of Accounting Mentorship Programmes may be constrained by limited availability of experienced mentors, inadequate funding, large student-to-mentor ratios, irregular mentorship meetings, limited industry participation, inadequate institutional support, poor mentor-mentee matching, insufficient mentoring resources, limited access to professional workplaces, students’ low participation, scheduling difficulties, inadequate follow-up, limited mentor training, weak integration of mentorship into Accounting Education programmes, and insufficient opportunities for practical professional interaction. The study therefore expects structured, accessible, supportive, professionally relevant, and sustained Accounting Mentorship Programmes to contribute significantly to improved professional confidence among Accounting Education students in Nigerian polytechnics. The study is expected to contribute to the literature on Accounting Mentorship Programmes, professional confidence, Social Cognitive Theory, Experiential Learning Theory, Human Capital Theory, accounting education, professional development, mentorship, career development, practical accounting education, professional exposure, accounting competence, self-efficacy, workplace readiness, employability skills, professional communication, accounting problem-solving, professional judgement, career preparedness, networking, accounting technology, professional ethics, leadership development, and Accounting Education in Nigeria. The findings will provide useful information to the National Board for Technical Education, polytechnic administrators, Accounting Education departments, accounting educators, professional accounting bodies, practising accountants, employers, curriculum developers, industry partners, and policymakers regarding strategies for strengthening students’ professional confidence and workplace preparedness. The study will also provide evidence-based recommendations for integrating structured Accounting Mentorship Programmes into Accounting Education curricula, strengthening partnerships between polytechnics and accounting professionals, improving mentor-mentee matching, providing regular professional interaction, expanding workplace exposure, incorporating career guidance and professional-development activities, strengthening practical accounting guidance, providing structured feedback and goal-setting activities, increasing students’ access to professional networks, and aligning Accounting Education programmes with contemporary professional and workplace requirements in Nigeria.

Keywords: Accounting Mentorship Programmes, professional confidence, Accounting Education students, mentorship, professional development, self-efficacy, career development, workplace readiness, employability skills, practical accounting education, professional exposure, accounting competence, Nigerian polytechnics, Nigeria.