Abstract

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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