Assessing Teaching Readiness of University Students in Cross River State, Nigeria: Implications for Managing Teacher Education Reforms

B. A. Akuegwu, A. O. Edet, C. C. Uchendu, U. I. Ekpoh


This ex-post-facto designed study was geared towards assessing the readiness of would-be teachers in universities in Cross River State for the teaching profession, and how reforms can be managed to strengthen this. Three hypotheses were isolated to give direction to this investigation. 200 students from the two universities in the state constituted the sample drawn from a population of 1684 graduating education students. Data were generated using “Students’ Teaching Readiness Questionnaire (S.T.R.Q.)”. Population t-test and Independent t-test statistical techniques were used to analyze data collected. Results disclosed that teaching readiness of university education students is significantly low in terms of possession of communication skills, interpersonal skills, ICT skills and entrepreneurial skills; gender influences teaching readiness of university education students in one hand and in the other, it does not; teaching readiness of university education students does not significantly differ on the basis of institution of affiliation. On the strength of these findings, implications for managing teacher education reforms were articulated.

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Higher Education Studies  ISSN 1925-4741 (Print)   ISSN 1925-475X (Online)

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