Demographic Profile (VIADO)

The demographic profile covers the distribution of gender, age, and civil status (Lacay

et al., 2023). Researchers frequently collect this information to characterize the group of

individuals or organizations under study. According to Gines (2014), teacher education

graduates are predominantly females in their early twenties who enrolled in the university

due to the inexpensive tuition and personal reputation associated with the name in search of a

better job and professional development. Oboza (2017) also stated that the majority of the

graduates were female, single, and working as contractual basic education instructors, with

their parents playing a significant role in their professional decisions.

Pardo and Pichay's (2019) study found that the majority of graduates were 21 years

old, female, licensed teachers or librarians, and usually single. Similar to Apostol and

Susada's (2022) study, the majority of graduates were female, single, and working as regular

or permanent basic education teachers in Davao Oriental for public or government

institutions. Parents and relatives had a significant influence on their college program

selection. Cuadra et al., (2019) discovered that the majority of the graduates were in their

early twenties and had recently graduated from university. They were also able to locate a job

through someone they knew. The majority of graduates have jobs relevant to their degree

programs. Article by Rogan & Reynolds (2016). This paper answers these issues by

providing a descriptive and multivariate analysis of data acquired through a tracer study that

interviewed graduates from two Eastern Cape universities. The findings indicate that

educational background, race, and gender are linked with study choices and unemployment.

These findings have significant implications for both equity and the efficiency of higher

education institutions. In response to the demographic characteristics of the 650 respondents,

455 or 70.0 percent are between the ages of 21 and 30 years old, 351 or 54.00 percent are

females, 485 or 74.62 percent of teacher education graduates are still single, and 466 or 71.69
percent rely on their salary for family income (Almejas, 2017). According to Ulanday (2021),

the examination of sex and employability skill acquisitions revealed that the profile variable

(Sex) had no significant link with the employability skills acquired by teacher education

graduates. It is possible to conclude that graduates' gender has no effect on their degree of

employability skills development.

Educational Background (DACUA)

Graduates' educational attainment has a substantial impact on their career

opportunities and job market success. Supporting this is the study of Pentang et al. (2022),

who found that graduates passed teacher licensing exams, pursued advanced studies for

professional development, obtained honors and awards are employable. In connection to that

findings is the study conducted by Dela Cruz (2023), all of the respondents are licensed

professional teachers. Almost half of them have completed the civil service professional test.

Only 10 are eligible for sub-professional civil service. Along with the study of Meto (2023)

102, or 64.2% respondents have the Licensure Examination for Teachers (LET) Eligibility.

This means that most of the Graduates were licensed professional teachers. One or 0.6% of

them is CSE Professional qualified, 1 or 0.6% with CSE - Sub-Professional, and 55 (34.6%)

With no eligibility and are still preparing for the Licensure examination.

In terms of the honors received, the study of Regaspi (2023) shows that 7 out of 84

respondents, or 8.33%, graduated with Latin Honors. The results obtained indicate that the

institution's Bachelor of Elementary Education program is in the process of establishing and

gaining recognition from various stakeholders, including the community, parents, and

incoming college students. The authors speculate that this could be due to a variety of factors,

including financial constraints, a lack of interest, and limited job opportunities. Regarding the

highest level of Education, The study Espuerta (2023) indicates that the majority of the

respondents (42 or 93%) have a bachelor's degree, while 3 or 7% have a master's degree.
Apart from this, the survey suggest that graduates' degrees played a significant role in their

employment. Evidently, Cassanova and Paguia's (2022), research demonstrates that after

earning their master's degree, the majority (95%) of respondents are regular employees

designated as unit heads (50%) in their respective agencies. Apostol (2022), it indicates that

the majority of BEED graduates who took part in this research were given with scholarships

from Tulong Dunong (f – 50, 40%) and Scholarship CHED (f – 28, 22%). As the The

remaining individuals were given other scholarships, some of which they were awarded two

to three college scholarships. Moreover, the study of Salendab (2023) suggests that BEED

Graduates perform well in both academic and non-academic activities. This means that

government agencies support and help poor and deserving BEED students. In essence, the

educational attainment of graduates significantly impacts their career opportunities and job

market success.

In the study of as Abana (2021), it demonstrates that the majority of graduates have

pursued post-undergraduate degrees that are vertically related to their undergraduate courses.

This suggests that program graduates are improving their degree course. However, in the

study of Lacay (2023), shows that only 4.65%, or 16 graduates, have chosen to pursue

graduate studies, whereas a staggering 95.35%, or 328 graduates, have chosen not to do so.

Apart from this, the survey suggest that graduates' degrees played a significant role in their

employment. With this findings, the government plays an important role in the lives of the

graduates. In the study of attainment of graduates significantly impacts their career

opportunities and job market success.

Level of Satisfaction (BARIA)

Satisfaction defines as anything that brings gratification, pleasure, or contentment.

( Abaño et al,. 2021).In comparison, Student satisfaction is one of the indices that may be

used to measure the overall student experience within this scheme (Commonwealth of
Australia, 2019).Therefore, Satisfaction is usually defined as an opinion based on the

experience that graduates have with a product or service, in comparison to their prior

expectations (Roget et al., 2020). This demonstrates the high quality of services that WPU-

CED consistently provides to its clients (Pen- tang, 2021). Moreover, According to a study by

Naparan et al. (2024), employers are highly satisfied with the skills of graduates. They were

very satisfied with the shown foundation, initiative, technical knowledge, adaptability,

teamwork, employability, and managing abilities. This is similar to the study conducted by

Osabel et al., (2024), who discovered that employers were extremely satisfied with both the

traits and talents of the university's teacher education graduates employed in their respective

schools. Cuadra and colleagues (2019) However, stated that most of the graduates

recognized that their degree programs provided them the necessary knowledge and skills

useful in their respective careers. Tutor et al. (2019), But the improvement of workforce

skills through teaching and learning is a potential driver of economic growth as well (Wafudu

et al., 2022) Thus, universities must improve the quality of their teaching and learning to

boost student satisfaction. Therefore, educational institutions need to investigate the factors

influencing student satisfaction with the quality of the services provided by HEIs. (Mastoi

and Hai, 2019). Moreover, the higher education sector plays a significant role in shaping

student satisfaction across the majority of developed and developing countries (Ikram and

kenayathulla 2022).

The findings reveal that students have a high level of satisfaction on personal and

professional factors, and a moderate level of satisfaction on Student Support and Instruction

related factors. The younger group of both males and females enrolled in Education. (Bahian

et al., 2021) In addition, the tracer study of Aquino and Talosig (2019), revealed BEEd

graduates level of satisfaction in terms of knowledge, skills and quality education showed

that the graduates are very satisfied. This signifies that majority of the education graduates
are highly satisfied with the knowledge and skills they acquired from their programs.

Furthermore, Ibrahim et al., (2019), showed that the graduates were quite satisfied with the

overall operation of the university and the majority of them were willing to continue their

education at the university. According to the findings of a recent survey, a student’s level of

satisfaction with their educational institution is thought to be affected by factors including the

quality of the facilities available to them, such as the library and lab, as well as their access to

various forms of communication. Improving communication and other facilities, such as labs

and library services, are among the factors contributing to a higher satisfaction level (Ali,

2019). Furthermore, the surveyed graduates from several programs, which showed that

graduates are motivated by wages and career advancement in their choice of baccalaureate

programs. The results of that performance mediated the indirect effects. They stated that the

quality of performance (eg, teaching) and perceived outcomes influenced their satisfaction

with the school (eg, skills developed while at university). It has been established that graduate

satisfaction is influenced by all aspects of service quality, academic staff, administration,

classrooms, and library services are the most important dimensions that influence student and

graduate satisfaction (Sharabati, Alhileh & Abusaimeh, 2019).

According to a study by Gonsales et al. (2019), it was revealed that the respondents'

evaluation results, it was found that they are extremely happy with the various services they

received from their institution. This indicates that the service providers have the necessary

technical expertise and academic preparation to carry out their respective roles. However, it is

crucial that an institution use an exit evaluation survey to gauge the perceived level of

satisfaction of its graduates. This will allow the administration to take the necessary steps to

ensure that students receive the best education possible through a variety of services offered

in a variety of settings. Student, graduate, and alumni satisfaction is crucial in evaluating the

distinctiveness and correctness of the educational system in the setting of a learning

institution, the more satisfied a respondent is with a certain service encounter, the better.

(Gonzales, Bautista & Gelido, 2019) Likewise, these skills manifested by the graduates are

crucial to the satisfaction of their performance (Angeles et al., 2023; Sinha et al., 2020).

Consequently, higher job satisfaction increases investment efficiency (Arvidsson et al.,

2022). Besides, factors contributing to graduates' satisfaction with their chosen college

programs include family background, program quality, and the school's image (Booc et al.,

2023; Espinoza et al., 2019). Nevertheless, their satisfaction does not significantly influence

their perceived job performance (Chikazhe et al., 2022). Thus, it is crucial to solicit the

employers' ideas for the institutions to have information on the performance of their

graduates

Employers’ level of Satisfaction (LAMPITOC)

Employers' satisfaction, as defined by Albert (2022), is the degree to which employers

are pleased with the performance of their workers. Higher education's ultimate purpose is the

well-being of its graduates. They prepare their graduates for life in general and the workforce.

(Bennett, 2019; Posadas et al., 2021). They refine their abilities to satisfy employers' needs.

(Damoah et al., 2021; Lisá et al., 2019; Sessanga & Musisi, 2019). For example, in order to

prepare teachers for the demands of the teaching profession in the future, teacher education

institutions place a strong emphasis on gaining professional experience through practice

teaching (Walker et al., 2019). Because of this, training needs to change along with the

demands of the work market (Donald et al., 2020). One measure of the HEI's quality

performance is the graduates' employability (Daling, 2020). Employers value graduates'

developed skills, which align with the department of teacher education's mission to develop

committed and professionally skilled educators (Chand et al., 2019). Thus, major courses and

professional education help to build these talents. The graduates' demonstrated abilities are

essential to their performance satisfaction (Angeles et al., 2023; Sinha et al., 2020). As a
result, investment efficiency rises with increased job satisfaction (Arvidsson et al., 2022).

Likewise, based on the results, employers have a high level of satisfaction in terms of the

skills of the alumni. They were very satisfied with the manifested foundation, enterprise,

technical knowledge, adaptiveness, teamwork, employability, and managerial skills. Thus, to

sustain producing fully equipped graduates, the department needs to hone further the

foundation and technical and knowledge skills of their graduates. (Escalante et al., 2023).

In addition to the crucial practical knowledge graduates should have, proper skills are

beneficial in the race to win employers' satisfaction with young professionals' employability

(Dennis L. Estacio & Jane Anne Carlos-Manuel, 2021). Gonzales et al. (2019) quoted this

source, which claimed that a highly competent and trained labor force is necessary for the

modern economy. To meet the expectations of enterprises and national development, higher

education institutions (HEIs) must produce competent graduates. This makes their graduates

competitive—the most sought-after qualification for any area or position Cornillez et al.

(2021), stated in their study that communication and human relations skills were the most

useful competencies in the workplace. Confidence and competence were the most useful

values for employment.

According to the study of, Huynh (2019) identified three aspects of graduates'

professional abilities, attitudes, and knowledge that had a beneficial impact on employers'

satisfaction. Whereas employers' satisfaction was most influenced by graduates' career skills,

which were followed by their professional knowledge and working attitudes. Additionally,

Dang et al. (2019) used the following four criteria to assess graduates' competencies: work

results, work attitude, work skills, and the applicability of graduates' educated expertise to the

job. Workers will have high job satisfaction when they have positive attitudes towards the

job, such as the work itself, recognition, and opportunity for advancement (Dubrin, as cited
by Tatar, 2020). However, (Adona S. Abana, Andy B. Ramos, Bernardo K. Gumarang Jr.,

Jaine Z. Tarun 2021) stated “We need professionals who are talented, imaginative, creative

problem solvers, culturally aware, and critical thinkers”.

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