The Ministry of Education of Taiwan conducted an e-learning partner program to offer life-accompaniment and subject teaching to elementary and secondary students through a network platform with cooperation from university undergraduates. The aim of the e-learning partner program was to improve the motivation and interest of the children after learning at school. However, the outcome of this program stated that the retention rate of the undergraduates was low over three semesters in the case universities. Therefore, the training cost for the program was wasted each semester, and it was necessary to solve the problem and improve the situation. The evaluation of self-efficacy directly affects a person’s motivation for the job. This research examined inner self-efficacy (teaching and counseling) and outer support (administration and equipment) that would contribute to and predict the success and the persistence of the e-learning partner program. There were 94 valid self-evaluation records in the 2019 academic year. ANOVA, post hoc, and partial least squares (PLS) analyses were conducted. The results showed that the year level, experience, and teacher education program background were significantly different in this study. The network behavior model was set up effectively to predict the retention from four scopes. A higher teaching self-efficacy would have better passion and innovation scores than the others. Using the suggestions for improvement, decreasing the gap between undergraduates’ expectations and promoting sustainability in the e-learning partner program can be achieved.
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