Career Readiness Among Senior Pre-service Teachers: Implications for Teacher Education

Abstract

Preparing pre-service teachers to meet professional demands is essential for a successful transition into teaching. This study examined the career readiness of 230 fourth-year pre-service teachers at Northwest Samar State University. Using a descriptive research design, data were collected through a validated structured questionnaire covering five dimensions: career confidence and aspirations, preparation and competence, job market awareness, external and financial influences, and future plans and intentions. Descriptive and inferential analyses were conducted using frequency, percentage, standard deviation, weighted mean, and ANOVA. Findings showed that respondents felt strongest in preparation and competence, reflecting confidence in their coursework and practicum experience. They expressed clear intentions to take the licensure examination, pursue further studies, and teach in underserved areas. Moderate confidence was observed regarding securing a teaching job, navigating job market challenges, and maintaining financial stability in the teaching profession. Significant differences in career readiness emerged based on age, program enrolled, and household income, while sex and licensure plans showed no influence. The study emphasizes the need to strengthen mentorship, career guidance, and job placement initiatives, particularly for financially challenged students. Enhancing curricula and institutional support is crucial to equip pre-service teachers for professional realities and foster the future-proofing of teacher education in the 21st century.