Abstract

The study adapted an ex-post facto design to predict the effect of curriculum outcomes, personality traits, common business practices, and gender role-stereotypes on entrepreneurial abilities of College of Education graduates. The sample was 86 College of Education graduates. These were purposively drawn in their denomination as those who were self-employed 23 (26.7%), government employed 25 (29.1%) private sector employed 9(10.5%) and unemployed 29 (33.7%). The research instruments were the Self Employment Characteristics Rating Questionnaire (SECRQ); the Common Small Scale Business Practices Inventory (CSBPI); the Personality Job Creation Behaviour Inventory (PJCBI); the Gender Role-stereotype Job Creation Inventory (GSJCI); and the C-O Job Behaviour Inventory (COJBI). Three research questions were asked and answered through analyses of data collected via the research instruments. The data were analyzed using multiple regression analysis at 0.05 alpha levels. Results indicated that, only the common business practices were predicted as entrepreneurial skills of College of Education graduates out of the nine independent variables. Based on the findings, it is recommended that existing College of Education curriculum content and context has been reviewed to incorporate and emphasize common business practices and introvert personality traits.

Key words: Entrepreneurial abilities, curriculum outcomes, common business practice, gender role-stereotypes, research instruments, introvert personality traits, curriculum content, self-employed, government employed, private sector employed, unemployed.