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Entrepreneurial self-efficacy (ESE) has been described as the cognitive element that can stimulate entrepreneurial readiness. There is a paucity of research on whether graduates of Technical and Vocational Education and Training (TVET) institutions in Nigeria are entrepreneurially ready for future work, particularly in the field of entrepreneurship. Previous studies have noted that individuals will not take entrepreneurial action until certain personality traits are triggered. This study investigated the entrepreneurial readiness of exit level students using ESE task phases at three selected TVET institutions in Nigeria. It will assist policymakers in identifying the specific cognitive traits that can stimulate entrepreneurial behavior in students. A sample of 301 exit level students was selected from a target population of 1,212 using a convenience sampling technique. Only 289 students participated in the study. The quantitative data was analyzed using Pearson Product Moment Correlation to test the relationships among variables, and regression analysis was conducted to determine the level of influence between ESE and entrepreneurial readiness. The study found that, while other components of ESE positively impact students’ entrepreneurial readiness, ESE marshaling does not have a significant impact. While all the other pairs of ESE show significant relationships with the male students’ entrepreneurial readiness, only ESE implementing has a significant relationship with the female students’ entrepreneurial readiness. We thus conclude that the entrepreneurship education curriculum at the selected TVET institutions is not adequately addressing training in ESE marshaling skills. The implication for practice is that entrepreneurship training should focus on building economic resources skills for business start-ups.
Adeniyi et al. (Fri,) studied this question.