Equipped to Educate: Exploring Work Readiness of Graduating Teacher Education Students
DOI:
https://doi.org/10.69569/jip.2025.504Keywords:
Education students, Private university, Program outcomes, Work readinessAbstract
This study explored the work readiness of graduating Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) major in English students for the School Year 2024–2025 at a private university in Bacoor, Cavite, Philippines. Specifically, it aimed to identify the learning competencies gained based on Program Outcomes (POs), determine the Core Values realized, identify challenges, and explore the students' perceived work readiness. A descriptive-qualitative design guided the study. The researchers conducted Focus Group Discussions (FGDs) with all five BEED and nine BSED-English graduating students, using total enumeration. The FGD protocols, validated by experts, were developed by CMO Nos. 74 and 75, s. 2017. The data were analyzed using reflexive thematic analysis, with intercoder reliability and validation sessions ensuring the study’s rigor and credibility. The researchers strictly followed ethical standards. An orientation was conducted for participants, the Data Privacy Act was implemented, and pseudonyms were used to protect identities. Findings revealed strong alignment between the competencies students gained and the key POs. Students demonstrated proficiency in integrating educational trends, collaborating effectively, applying diverse teaching strategies, and using ICT tools in teaching and learning. They also consistently reflected core values such as love of God, patriotism, Filipino Christian leadership, and adherence to Catholic doctrine, as shown through their active participation in community extension and Filipino Christian Living subjects. One major challenge identified was limited exposure to public school settings. Despite this, students affirmed their strong preparedness for the teaching professions. They attributed this readiness to their extensive training, research involvement, CES engagement, and other enrichment activities. The study recommends enhancing public school exposure, sustaining professional development initiatives, and conducting further research involving practicum hosts and alumni-employers to gain a more comprehensive assessment of graduates’ work readiness.
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