QSU-CTE Journal of Educational Practices and Standards 47

EMPLOYABILITY OF BACHELOR IN ELEMENTARY EDUCATION GRADUATES

Leyvi C. Laurian1, Jennielyn E. Sanidad2, Jaymar F. Resurreccion3, Eleanor G. Garingan4, Nelson D.

Guray5, and Rosalyn L. Delizo6
1-3
Student Researchers, Research Writing Professor, 5Statistician, and 6Adviser
4

Elementary Education Department, College of Teacher Education

Quirino State University-Main Campus

To cite this article: Laurian, L.C., J.E. Sanidad, J.F. Resurreccion, E.G. Garingan, N.D. Guray, & R.L.
Delizo (2016). Employability of Bachelor in Elementary Education Graduates. QSU-CTE Journal of
Educational Practices and Standards, 1 (1), 47-51.

Abstract. This study was conducted to assess the employability of the Quirino State University
Bachelor in Elementary Education alumni of batches 2012-2014. The following objectives were
realized in this study: (1) determine the profile of the respondents as to age, sex, civil status, year
of graduation, educational attainment, and eligibility; (2) determine the nature of employment
data of the respondents; (3) determine the status of the employment; (4) determine how the
respondents found their first job; and (5) determine competencies learned in college that are
useful in their first job. Survey questionnaire was used to gather necessary data from the
graduates. The data gathered were analyzed using frequency counts and percentage. Results
revealed that most of the respondents laded in the teaching profession with at least one month of
waiting. Moreover, the respondents landed in teaching either recommended by someone or walk-
in applicants. Lastly, the respondents, regardless of their current job, are continuing their
advanced studies in education.
Keywords: Casual, Contractual, Employee, Employable, Employability, Graduate, Permanent, Self-
employed, Temporary, Under-employed.
1. Introduction
Students enroll to universities with the aim of being employed and earn a living. Teacher
Education Institutions (TEIs) like Quirino State University-College of Teacher Education (QSU-CTE)
primarily aims of producing competent and qualified graduates employable here and abroad. To
obtain this aim, the CTE curriculum is enhanced, faculty members are sent to trainings,
instruction facilities are updated, relevant student support systems are implemented, and a
culture of excellence is promoted. With these efforts of the college, it is envisioned that quality
graduates with better employment will be produced. Employability is regarded as an aspect of
quality in higher education or more precisely, the benefit and usefulness of the study program
for career and work tasks [1].
The present economic condition of the Philippines challenges QSU and all other colleges and
universities in the country to produce graduates that are competent for employment. It is
estimated that half million graduates annually are joining the caravan of the unemployed.
Statistics shows that as of October 2002, unemployment rate stood to 10%, up slightly by 0.4%
point at 3.342 million [2]. The lower employment is due largely to the slow down in new
employment in agriculture and services. As unemployment rate inched up slightly to an average
of 11.4% in 2002 from 11.1 percent in 2001, the rise in the unemployment rate is a reminder of
the challenge the economy faces.
48 Laurian, L.C., J.E. Sanidad, J.F. Resurreccion, E.G. Garingan, N.D. Guray, & R.L. Delizo (2016).
Employability of Bachelor in Elementary Education Graduates.

Graduate tracer studies are one form of empirical studies that can appropriately provide valuable
information in evaluating results of the education and training of a specific institution of higher
education [1]. In this study, the fulfillment of the department’s goal and objectives that is
development of a competent teacher is assessed using Bachelor in Elementary Education (BEEd)
graduates batches 2012 to 2014 of QSU-CTE. The main objective of this study is to trace the
employment profile of the graduates after they obtained their teacher education degree.
Specifically, it aimed to (1) determine the profile of the respondents as to age, sex, civil status,
year of graduation, educational attainment, and eligibility, (2) determine the nature of
employment data of the respondents, (3) determine the status of the employment, (4)
determine how the respondents found their first job, and (5) determine competencies learned in
college that are useful in their first job.
2. Materials and Methods
This study is a descriptive type of research focused on tracing the employment profile of BEEd
graduates batches 2012 to 2014.
The respondents were personally interviewed by the researchers using an adapted Graduate
Tracer Study (GTS) questionnaire. This ensured the clarification of some of their answers as well
as perfect retrieval of questionnaires.
Gathered data were treated using frequency counts, percentage, and ranking.
3. Results and Discussion
Table 1. Frequency Counts and Percentage Distribution of Profile and Respondents
Profile Frequency Percent
Sex Male 12 15.38
Female 66 84.62
Total 78 100
Civil Status Single 65 83.33
Married 13 16.67
Total 78 100
Year Graduated SY 2011-2012 27 34.62
SY 2012-2013 21 26.92
SY 2013-2014 30 38.46
Total 78 100
Educational Attainment College Graduate with Masteral 78 100
units
Eligibility Eligible 60 76.92
Non-eligible 18 23.08
Total 78 100

Majority of the respondents are females, singles, graduates of batch 2013-2014, and eligible. In
an interview, it was known that the respondents’ eligibility was Licensure Examination for
Teachers (LET). Moreover, it was also known that all the respondents are having their advanced
studies in education.
 QSU-CTE Journal of Educational Practices and Standards 49

Table 2. Frequency Counts and Percent Distribution of Status of Employment of the Respondents
Status of Employment Frequency Percent
1 Regular/Permanent 13 17.11
2 Temporary 2 2.63
3 Casual 3 3.95
4 Contractual 40 52.63
5 Self-employed 7 9.21
6 Under-employed 11 14.47
Total 76 100

Most of the respondents are employed on a contractual basis. This accounts 52.63% of the total
respondents. Moreover, 17.11% or 13 respondents are regular or permanent employees.

Table 2. Frequency Counts and Percent Distribution of Nature of Employment of the

Respondents
Nature of Employment Frequency Percent
Teaching 54 71.05
Clerk 4 5.26
Market Sales Worker 11 14.47
Overseas Filipino Workers (OFWs) 2 2.63
Community, Social, and Personal Service Activities 5 6.58
Total 76 100

Majority of the respondents are in the teaching profession with 71.05% while 2.63% are working
as OFWs. Furthermore, the remaining 26.32% are having their temporary job while waiting for
their chance to be in the teaching profession. In an interview with the respondents, they claimed
that they are continuing their advanced studies (Master’s Degree in Education) despite their
current employment as they are still hoping to land in the teaching profession.

Table 3. Frequency Counts and Percentage Distribution of Ways of Finding Job of the
Respondents
Ways of Finding Job Frequency Percent
Recommended by someone 31 40.80
As walk-in applicant 23 30.80
Family business 7 9.21
Response to an advertisement 8 10.53
Information from friends office 3 3.95
Arranged by school’s job placement officer 2 2.63
Job Fair or Public Employment Service (PESO) 2 2.63
Total 76 100

In terms of finding a job, there are 31 or 40.80% who are recommended by someone, 23 or
30.26% as walk-in applicants, 7 or 9.21% are family business, 8 or 10.53% are responses from
advertisement, 3 or 3.95% get information from friend’s office, 2 or 2.63% found their first job
50 Laurian, L.C., J.E. Sanidad, J.F. Resurreccion, E.G. Garingan, N.D. Guray, & R.L. Delizo (2016).
Employability of Bachelor in Elementary Education Graduates.

from fairs either arranged by school’s job placement officer or Job Fair or Public Employment
Service (PESO). This indicates that majority of the respondents landed on their first job through
the recommendation of someone they know.

Table 4. Frequency Counts and Percent distribution of Length of Time to Land on the First Job of
the Respondents (Teaching)
Time to Land on their First Job Teaching Percent
Less than a month 19 35.19
1 to 6 months 16 29.63
7 to 11 months 8 14.81
1 year to less than 2 years 1 1.85
2 years to less than 3 years 9 16.67
3 years to less than 4 years 1 1.85
Total 54 100

The table shows the time when the respondents practiced their teaching profession. There are
19 or 35.19% answered less than a month, 16 or 29.63% answered 1 to 6 months, 9 or 16.67%
answered 2 years to less than 3 years, 8 or 14.81% answered 7 to 11 months, while 1 year to less
than 2 years and 3 years to less than 4 years are both 1 or 1.85%. It implies that majority of the
respondents landed on their first job for less than a month.

Table 5. Frequency Counts and Percent Distribution of Length of Time to Land on the First Job of
the Respondents (Non-Teaching)
Length of Time to land on their First job Teaching Percent
Less than a month 6 27.27
1 to 6 months 14 63.63
7 to 11 months 1 4.55
1 year to less than 2 years 0 0
2 years to less than 3 years 1 4.55
Total 22 100

The table shows the length of time of the non-teaching respondents to land on their first job.
There are 14 or 63.63% answered 1 to 6 months, 6 or 27.27% answered less than a month, while
2 years to less than 3 years and 7 to 11 months are both 1 and 4.55%. It implies that the majority
of the respondents found their first job with 1 to 6 months.

Table 6. Frequency Counts and Percent Distribution of Most Useful Competencies Learned in
College
Competencies Learned in College that are Frequency Percent Rank
Very Useful on Landing their First Job
Communication Skills 53 67.95 2
Human relations 59 75.64 1
Entrepreneurial Skills 30 38.46 4
Information Technology skills 23 29.49 6
Problem Solving Skill 25 32.05 5
Critical Thinking Skills 39 50.00 3
 QSU-CTE Journal of Educational Practices and Standards 51

Table 6 presents the most useful competencies learned by the respondents in college in order to
land on their first job. Good human relation with 59 or 75.64% and Communication Skills with 53
or 67.95% are the most useful competencies that the respondents had learned in college which
helped them land on their first job; while Problem Solving Skill and Information Skills are
considered as least useful competencies learned in college by the respondents. Thus, having a
good human relation with a good command in communication can help a lot in landing a job [3].

References
[1] Aquino, A., et al. (2016). Teacher education graduate tracer study from 2010 to 2014 in one
state university in Batangas, Philippines. Asia Pacific Journal of Multidisciplinary Research, 3
(5), 220-235.
[2] Philippine Labor Survey (2002).
[3] Vong, C. (2015). Tracer Study for 2012 Graduates of Royal University. Retrieved from
http://www.rupp.edu.kh/center/qau/files/Tracer_studies/tracer
[4] Cardona, R.S. (2014). Employability of mathematics education graduates (2008-2013) of a
Teacher Education Institution (TEI) in the Philippines. Researchers World Journal of Arts,
Science, and Commerce, 5(4), 149-164.