Abstract
The National Teacher Education Curriculum Framework (NTECF) of Ghana seeks to nurture positive teacher identity among trainee teachers. However, since its inception in 2018, it appears studies have not evaluated this benchmark. Therefore, this study sought to assess the professional identity of final-year trainee teachers in Ghanaian colleges of education. Using a convenience sample of 1,560 final-year trainee teachers recruited via WhatsApp, the study investigated the perceived professional identity of trainees by collecting data using a Likert scale questionnaire. Data were analysed using descriptive statistics and t-test. Findings of the study show that respondents perceived themselves to have a high professional teacher identity (M = 4.33, SD = 0.46). Also, the study found a statistically significant difference in the professional self-efficacy of trainee teachers in favour of males t(1558) = 2.97, p = 0.003. However, there was no statistically significant differences in trainee teachers perceived professional knowledge, and professional commitment based on sex. The study concluded that final year trainee teachers in colleges of education perceive themselves to possess a high professional teacher identity which aligns with the expectations of the standards set for training of teachers where trainees are expected to demonstrate positive teacher identity.