Ready or Not? Pre-Service Teachers’ Knowledge, Beliefs and Preparedness for the Ghana Teacher Licensure Examination

Purpose: This study examined pre-service teachers’ knowledge of the Ghana Teacher Licensure Examination (GTLE), beliefs about the GTLE, and level of preparedness for the examination. Design/Methodology/Approach: The study employed a descriptive cross-sectional survey design involving 347 final-year Bachelor of Education students at the University of Cape Coast. Participants were selected through a multi-stage sampling procedure. Data were collected using an adapted Teacher Perception and Preparedness on Licensing Questionnaire (TPPLQ). Descriptive statistics were used to summarise the levels of knowledge, beliefs, and preparedness among pre-service teachers, while MANOVA was used to examine differences in preparedness by specialisation track. Bivariate correlation and linear regression analyses were used to assess relationships among knowledge, beliefs, and preparedness regarding the GTLE. Research Limitation: The study was conducted among pre-service teachers from a single university, which may limit the generalisability of the findings. Future research involving multiple teacher education institutions across Ghana would provide a broader understanding of pre-service teachers’ preparedness for the GTLE. Findings: The results showed that pre-service teachers demonstrated a moderate level of knowledge of the GTLE, with stronger awareness of its professional implications but limited understanding of the structure, study resources, and procedural requirements. Preparedness for the examination was also moderate, with most students relying on informal strategies such as consulting past candidates and reviewing past questions rather than structured preparation. A statistically significant difference in preparedness was found between the two specialisation tracks, with Secondary Education teacher trainees reporting higher preparedness than Basic Education teacher trainees. Practical Implication: The study highlights the need for teacher education institutions to integrate structured GTLE preparation into pre-service training programmes, provide clearer guidance on the examination structure and study resources, and implement targeted support initiatives, particularly for Basic Education teacher trainees. Social Implication: Improving pre-service teachers’ preparedness for the GTLE can contribute to a smoother transition into the teaching profession and ultimately strengthen teacher quality and educational outcomes in Ghana. Originality/Value: This study contributes empirical evidence on pre-service teachers’ knowledge, beliefs and preparedness for the GTLE, an area that has received limited scholarly attention, and provides insights that can inform teacher education practices and policy implementation in Ghana.