EMPLOYABILITY STATUS OF INSTITUTE OF TEACHER EDUCATION

GRADUATES IN PAMPANGA AGRICULTURAL COLLEGE

An Action Research
Presented to the
Institute of Teacher Education
Pampanga Agricultural College
Magalang, Pampanga

In Partial Fulfillment
In the requirement for the subject
Research in Teacher Education
(Action Research)

By
Escoto, Joane Y.
Escoto, Crispher C.
Cabansag, Menard G.
October 2012
 ACKNOWLEDGEMENT

This book would not have come about without the help of many people. The

authors would like to express their deepest gratitude and appreciation to all the people

who have contributed their outmost support in the completion to their study;

Above all, the authors would like to give thanks and praise to the Lord our God,

for helping them to surpass all the obstacles in their lives and for giving them knowledge

and wisdom and guiding them all throughout the years;

To their beloved family, for their undying and continuous support. For the loved

and care showered by them as well as for the guidance and for the financial provision.

For their word of wisdom and encouragement that give strength and inspiration to the

authors to overcome all trials in their lives;

To Prof. Regina D. Loria, their research adviser and Professor, for her untiring

support and guidance, valuable time, encouragement and suggestions for the

improvement of the manuscript;

To Dr. Minnie Liangco, their research statistician, for her patience in helping the

researchers in computing the data;

To Mrs. Angelina P. Lumanlan and Mr. Dexter Andrew O. Manalo, their panelist,

for their substantial suggestions and comments;

The BSEd IV- Gen.Sci., their classmates, for the supports and willingness in

giving the necessary help.

 ABSTRACT

Title : EMPLOYABILITY STATUS OF INSTITUTE OF

TEACHER EDUCATION GRADUATES IN
PAMPANGA AGRICULTURAL COLLEGE

Authors : Escoto, Joane Y.

Escoto, Chrisper C.
Cabansag, Menard G.

Course : Bachelor of Secondary Education

Major : General Science

Adviser : Prof. Regina D. Loria

Year Completed : 2012

The investigation endeavor evaluates the Employability Status of Institute of

Teacher Education Graduates in Pampanga Agricultural College S.Y. 2009 -2010 and

2010 – 2011.

The descriptive survey method and research instrument was used to gather

necessary data and information. It was conducted with the help of 122 out of 230

graduates or 53.04% ITEd graduates S.Y. 2009 – 2010 and 2010 – 2011, both from BSEd

and BEEd programs. Questionnaire was the instrument used in gathering data. Responses

were sent through phone calls and interview.

The data gathered were then classified, organized and interpreted and presented in

tabular and textual forms. Percentage, arithmetic mean, ranking, t-test and Pearson r were

used as statistical tools to treat the data gathered.

 The study found out that majority of the respondents was female. With regards to

degree earned, BSEd program have higher percentage compare to BEEd program.

Greater part of the respondents was employed and most of them were teaching. It also

found out that more than eighty percent of them passed the LET. Lastly, the major

problems met by the respondents in finding a job were communication skills and self-

confidence.

The researchers strongly recommended the following: The future researchers are

encouraged to continue this tracer study by correlating other variables such as students’

academic performance to the LET result. Researchers must focus on the reasons why

respondents did not land on the teaching career. They may also find out the reasons why

males seldom choose teaching as their career. Teachers should provide more activities

and exercises were the students would enhanced their communication skills and

developed their self – confidence.

 Table of Contents

TITLE PAGE……………………………………………………………………..………i
APPROVAL SHEET…………………………………………………………….………ii
CERTIFICATION FROM THE STATISTICIAN………………………………………iii
CERTIFICATION FROM THE ENGLISH CRITIC……………………………………iv
ACKNOWLEDGEMENT……………………………………………………….……….v
ABSTRACT………………………………………………………………………….......vi
TABLE OF CONTENTS………………………………………………………………..vii
LIST OF TABLES……………………………………………………………………...viii
LIST OF FIGURES……………………………………………………………….……..ix

CHAPTER

1 BACKGROUND OF THE STUDY………………………………………..

Introduction……………………………………………………………
Statement of the Problem……………………………………………..
Hypotheses……………………………………………………………
Scope and Limitation………………………………………………….
Conceptual Framework………………………………………………..
Research Paradigm……………………………………………………
Statement of the Problem………………………………………………
Hypothesis of the Study……………………………………………….
Significance of the Study………………………………………………
Definition of Terms……………………………………………………

2 REVIEW OF RELATED LITERATURE………………………………….

Foreign Literature……………………………………………………….
Local Literature…………………………………………………………
Foreign Study…………………………………………………………..
Local Study…………………………………………………………….
Justification of the Study………………………………………………

3 METHODOLOGY…………………………………………………………..
Research Design………………………………………………………
Research Instrument………………………………………………….
Respondents of the Study……………………………………………
Validation of the Instrument…………………………………………
Research Procedure……………………………………………
Statistical Treatment of Data…………………………………………
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of the Respondents…………………………………………..
Employment Status………………………………………………….
Nature of Work………………………………………………………
Correlation between the LET results of 2009-2010 and 2010-2011..
Correlation between the LET results and Employability Status
of the Respondents………………………………………………….
Difference between the Employability Status of BEED
and BSED graduates………………………………………………..
Problems Met in Finding a Job………………………………………

5 SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary…………………………………………………………
Conclusion……………………………………………………….
Recommendation………………………………………………..

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
 List of Tables Page

Table No.

1 Profile of the Respondents…………………………………………...

2 Employment Status…………………………………………………..
3 Nature of Work……………………………………………………….

4 Correlation between the LET results of 2009-2010 and 2010-2011…

5 Correlation between the LET results and Employability Status

of the Respondents…………………………………………………...

6 Difference between the Employability Status of BEED

and BSED graduates………………………………………………….

7 Problems Met in Finding a Job………………………………………

 List of Figures Page

Figure 1. Research Paradigm …………………………………………………...

 Chapter 1

BACKGROUND OF THE STUDY

Introduction

“Teachers are at the heart of educational process, working today for better schools and a

better world tomorrow.”

Bloom (1989)

Teachers play a very important role in the child’s life. They have the

responsibility of extending what the home has started. They are highly considered as a

behavioral model, a classroom manager, a facilitator of learning, an agent of social

change, a counselor and a prospective member of the profession imbued with integrity

and sound moral character. They are also expert symphony conductors who draw out the

fine qualities of youths instead of keeping their minds boxed, crammed with lots of facts;

they awaken and liberate the “sleeping splendor” of their creative thinking.

Educators permeate their teaching with education for moral values; guiding the

youths to realize that much of life is critical problem solving, alternate solutions, decision

makings and shared responsibility towards their success as a young people of the society.

In the hands of the teachers lies the future of the youths on whom our national

development rests. In this, it has shown that skilled and educated students readily accept

new knowledge and posses the necessary skills for employability.

 Although the public school system is consistently short on teachers, only few of

the graduates of education and teaching-training courses can expect to be hired in the

teaching positions. According to the Philippine Labor Force Survey this is due to the

budget constrain limit. A substantial number of the teaching positions were opened for

the past year. A total of 10,000 teaching positions were made available for entry-level

teachers. If the same was offered for the following years, only 11% of the 90,259

graduates can be hired. (Bulatlat/GMAnews.tv, 2010)

Based on the data of the PAC Registrar’s office, ITE consistently obtain the

highest population and as based on PRC results from the past years the PAC ITE obtain a

good statue relative to its LET results.

These reasons motivated and inspire the researchers to conduct a tracer study of

the employability status of ITE graduates of PAC and to determine better means for the

employability of succeeding graduates through the identified problems by the

respondents.
Conceptual Framework

This study had the profile of the respondents based from their sex, degree earned,

employability, LET result and nature of employment.

The process in the collection of data is through interview and survey

questionnaire. The data gathered were then classified, organized and interpreted and

presented in tabular and textual forms. Percentage, arithmetic mean, ranking, t-test and

Pearson r were used as statistical tools to treat the data gathered.

This had determined the identified profile, identified employability of the

graduates and the employment percentage of BEEd and BSEd, identified percentage of

LET and non-LET passers, identified natures of the work of the graduates and identified

problems of the respondents in finding a job.

Statement of the Problem

1. What is the profile of the respondents in terms of

a. Sex

b. Degree earned

c. LET result?

2. What is the percentage of graduates who landed on the

a. on the teaching career

b. non-teaching career

c. not employed?

3. What is the percentage of employability status of BEED and BSED graduates S.Y.

2009-2010 and 2010 – 2011?

4. Is there any significant relationship between the LET results of the respondents S.Y.

2009-2010 and 2010 – 2011?

5. Is there any significant relationship between the LET results and the employability

status of the respondents?

6. Is there any significant difference between the employability status of BEED and

BSED graduates?

7. What are the problems met by the respondents problem in finding a job?

Hypotheses
1. There is no significant relationship between the LET results of the respondents. S.Y.

2009 – 2010 and 2010 – 2011.

2. There is a significant relationship between the LET results and the employability status

of the respondents.

2. There is no significant difference between the employability status of BEED and

BSED graduates.

Significance of the Study

This study aimed to determine the employability status of the ITE graduates S.Y.

2009-2010 and 2010 - 2011. This research will benefit the following:

For the students, they will be informed on the problems they would possibly meet in

finding a job , for them to think of the appropriate way to overcome these hindrances.

For the teachers, this will serve as their reflection knowing the employability status of

their graduates. This will make them see how effective their teaching methods and

strategies.

For the institute, this will determined if their product have market in the competitive

world. This study will help them in defining the training they can provide to their

students.

For the administrators, it will give a clearer view whether the goal of the administration

is being achieved, through the employment status of its graduates. It will also determine
what needs to be revised, improved and to add in their curriculum in order to come up

with more effective program which will benefit all the alumni.

For the future researchers, this will serve as a guide and pattern who want to continue

or conduct this study. It will serve as a basis and source of information.

Scope and Limitation of the Study

This study is all about the employability status of the graduates of ITE for the

S.Y. 2009-2010 and 2010 - 2011. It aimed to identify the demographic, employment

background, nature of work, educational attainment and LET performance of the

respondents. It also attempted to determine the problems experienced in looking for a job.

The respondents of the study were the BSEd and BEEd graduates of ITE from the

school years 2009-2010 and 2010 – 2011. There are 114 graduates in S.Y. 2009-2010 and

116 in the S.Y. 2010 – 2011 consisting both BEEd and BSEd. Out of or 230 graduates of

the said school years, the researchers utilized 112 or 53.04% of the total number of the

graduates in which they were given equal chances with the use of random sampling

technique.

Definition of Terms
BEEd - Bachelor in Elementary Education; A program offered in ITEd, which has two

majors: preschool and generalist

BSEd - Bachelor in Secondary Education; a course that produces graduates in different

majors: General Science, Physical Education, Health and Music, English and Math

Education – the theory and practice of teaching.

Employability – the ability of being employed.

Employment- the action of giving work to someone.

ITEd - Institute of Teacher Education

LET - Licensure Examination for Teacher, a test for graduates of teaching course in

order to get a license

Nature of Work - refers to the kind of work or job were the graduates landed

Non – Teaching – refers to the kind of work where education graduates landed which

has no relation to teaching career

Not Employed - graduates of education course but has no work; jobless

Pearson Product Moment Correlation- used in estimating the validity and reliability of

a measure through test- retest, alternate forms, and split-half methods (Assessment of

Learning Outcomes: Danilo S. Gutierrez, Ph.D.)

Percentile - one of the ninety- nine points that divide a distribution into one hundred

equal areas. . (Assessment of Learning Outcomes: Danilo S. Gutierrez, Ph.D.)

Teacher - One of the foundation of education, the one who impart knowledge to the

students. A teacher should have passion, humor, values, and attitudes, patience, and

enthusiasm.

Teaching - the process of imparting knowledge, especially in a school or as part of

recognized program.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 Related literature and studies include research findings, published and

unpublished theories and principles formulated by experts contained in books, pamphlets,

magazines and periodicals that were reviewed to give an adequate background to the

problem under study.

Foreign Literature

According to Wihlard (2007) education is quite important for development of

one’s personal life and also to build up a good and healthy society. It seems like food and

shelter. These two are the basic needs of one’s life, food is there for a good health and

shelter is for our body, just like that education is necessary for our mind.

It is quite necessary to learn new things. One can enhance his/her knowledge by

education and we know one important thing that Knowledge is Power. Power depends on

an individual that how he uses it. A person can use his knowledge and power for the

benefit of himself and society and even in the destruction of society also. Education

makes a man to think in right direction. It says to one how to think on and take decisions.

That’s why education is important. As education helps a one in individual

development, it eventually converts it into social development also. So thus it is a key for

creating and spreading knowledge for individuals and nations. And thus it plays a key

role in development of dynamic and globally competitive economies. 

It has been proved that education is to make available training and useful

education especially to young children. In general, straight forward education takes six to

seven years of schooling. We know that most of the children are not that much bold or
open minded so it is a must type of requirement to go through an elementary education.

Even it is also necessary to provide great locations and schools for studies. Many children

at their age think that the time for them is to play not for learning. But we just have to let

them know that how important education will be in their lives and we have to take

interest in their education. http://www.learningcity.org/carrier.html

In addition to this, according to Parksons (2005), receiving a good education

firstly helps empower you, thus making you strong enough to look after yourself in any

given situation. It keeps you aware of your given surroundings as well as the rules and

regulations of the society you’re living in. It’s only through knowledge that you can be

able to question authority for its negligence or discrepancies. It is only then that you can

avail your rights as a citizen and seek improvement in the structural functioning of

governance and economy. It’s is only when a citizen is aware about the policies of its

government can he be able to support or protest the change. As a whole, people can bring

about development only when they know where improvement is necessary for the greater

good of mankind. Education helps you understand yourself better; it helps you realize

your potential and qualities as a human being. It helps you to tap into latent talent, so that

you may be able to sharpen your skills.

Another importance of education is that it helps you gain sufficient academic

qualification so that you may be able to get suitable employment at a later stage. A decent

employment would be combined with hard earned remuneration or salary through which

you can look after your personal expenses. While you earn for yourself, you gradually

begin to realize the true worth of money and how hard it is to earn it. You realize the
significance of saving for a rainy day and for unforeseeable contingencies. You feel

empowered because there is a new sense of worth that develops within you, and you feel

the need to be independent and free from any further financial support.

This is why college education is very important after high school and must not be

taken for granted. When faced with the option of choosing between a highly qualified

candidate and a not so educated candidate, the employers will most probably go in for the

qualified person. The reason being a qualified candidate will not require much investment

of the employer’s time and money so as to teach him or her the ways of functioning and

performing the tasks of the workplace. On the contrary, a novice applicant will need to be

taught everything from scratch, which many employers are not willing to do. The same

applies to people who seek higher education and get advanced diplomas while working.

These people are continuously improving their profile and their knowledge base so as to

go higher up on the competitive ladder, Annisin (2009).

Those who have amassed enough education steer the path of development and

progress for their country. It is these individuals who go ahead and become teachers,

scientists, inventors, welfare activists, soldiers and politicians who work together to form

the very backbone of the society. Without this pool of intellect, the economic and social

framework would crumple and fall, paving its way for anarchy, degradation and violence.

While this intricate balance of growth is maintained, there will be a continuous rise in

progress in all quarters of life, whether that is personal growth or development of the

nation as an entire entity.

 This progress has a very important role to play for the coming generations, which

will reap the benefits of our hard work, and develop upon it. At the same time, the

negative impact of our actions shall have its collateral damage on the coming generation

as well. This is why we must be exceptionally prudent about the decisions we make and

the actions we take in the present.

Education plays its continuous role in all spheres of life. The reason being that if

we are aware of the drawbacks of a decision and we know about the possible

contingencies and collateral damage, our consequent actions would be wiser, which

would help us to keep danger at bay at all times. http://www.pearljournal.org/importance-

of-education-in-society.html

In lieu with this, according to Pollard (2006), teacher’s organization prides itself on

excellence, putting the education and development of our children first and foremost.

When you consider a career at Childtime, know you will be joining a team that is

passionate about thoroughly preparing their students for all the challenges that lie ahead.

As a Teacher, you will truly experience firsthand the growth and development of your

student’s knowledge and skill level. Your integral role in this process is one that sets the

basis for their future successes. We understand the importance of a caring, attentive, and

qualified educator who will teach and guide in a nurturing environment. Some of the

exciting things that you will do as a Teacher include, but are not limited to:

 Make a difference every day!

  Assist the Lead Teacher in planning and implementing the daily program.

 Supervise the classroom according to the plans of the Lead Teacher when the

Lead Teacher is out of the room, helping children think creatively, solve problems

independently and respect themselves and others.

 Spark imagination, build self-esteem and help children discover new things each

day.

 Help with meal and snack preparation, feeding children and modeling table

manners.

 Maintain a clean, orderly classroom and school.

According to Fineman (2012), as one of the Best Jobs of 2012, High School Teacher

should see significant growth over the next decade. Passion for a particular school subject

and working with young adults is a key for high school teachers, also known as

secondary school teachers.

Educators at this level specialize in areas such as English, Math, Chemistry, and Art.

A knack for names is also useful as the student body circulates between courses with

different teachers. This means you might see more than 100 different kids each day.

While teaching more-advanced subject matter in the classroom, you'll also work with

students on adult issues that they have already or will soon encounter. Occasionally

working alongside school counselors, high school teachers also advise students on their

college and career plans. Additional responsibilities outside the classroom can include

study hall duty, advising, organizing field trips, and leading extracurricular activities.
The Outlook:

The Bureau of Labor Statistics projects 6.9 percent employment growth for high school

teachers between 2010 and 2020, adding 71,900 more professions. The demand for

teachers mirrors population increases.

Money:

The Bureau of Labor Statistics reports the median annual wage for high school teachers

was $53,230 in 2010. The best-paid 10 percent in the field made approximately $83,230,

while the bottom 10 percent made approximately $35,020. The highest-paid in the

profession work in the metropolitan areas of New York City and Chicago. Compensation

is usually subject to years of experience and educational level. Additionally, salaries and

benefit packages can differ at public and private institutions.

Education and Preparation:

The requirements for a high school teacher depend on whether they're employed by a

public or private institution. In addition to receiving their bachelor's degree, educators at

public schools must obtain a state-issued license. These licenses are frequently achieved

through a teacher education program. Prospective teachers at four-year colleges usually

enroll in this program concurrently to save time and money and often complete a student-

teaching internship as part of their training. Future educators should attend a nationally

accredited program. Each state and the District of Columbia have their own licensing

requirements, although some states recognize the licenses of others and extend

reciprocity to individuals holding sufficient credentials. Private school educators have

noticeably less red tape. Most private institutions lack the licensing requirements of

public schools; however, a bachelor's degree is still required, usually.

On Landing a High School Teacher Job:

"Schools do not just want someone who is an excellent lecturer or has great 'platform'

skills, secondary students don't want someone to stand there and lecture," stated National

Education Association President Dennis Van Roekel in an email. Schools desire

dynamic, knowledgeable educators who will be attune to individual student needs. While

shaping and presenting yourself as the ideal candidate is important, how you convey that

information to prospective schools is equally crucial. Van Roekel explains, "On securing

a secondary school position, I would NEVER advise anyone only to go through HR.

Prospective secondary teachers should target the principals and department chairs of the

schools where they would like to teach and let them know why they would like to teach

there." Further, Van Roekel recommends: "Prospective candidates would be well served

seeking out opportunities to become part of the community in advance of seeking

employment (RSS Feed Print, 2011 )."

With these different situations, THE CORE Association for Experiential Education

Schools & Colleges Professional Group Newsletter Spring comes up with “Good

Teaching: The Top Ten Requirements” by Leblanc, Ph.D (2008).

1. GOOD TEACHING is as much about passion as it is about reason. It’s about not

only motivating students to learn, but teaching them how to learn, and doing so in

a manner that is relevant, meaningful, and memorable. It’s about caring for your
 craft, having a passion for it, and conveying that passion to everyone, most

importantly to your students.

2. GOOD TEACHING is about substance and training students as consumers of

knowledge. It’s about doing your best to keep on top of your field, reading

sources, inside and outside of your areas of expertise, and being at the leading

edge as often as possible. But knowledge is not confined to scholarly journals.

Good teaching is also about bridging the gap between theory and practice. It’s

about leaving the ivory tower and immersing oneself in the field, talking to,

consulting with, and assisting practitioners, and liaising with their communities.

3. GOOD TEACHING is about listening, questioning, being responsive, and

remembering that each student and class is different. It’s about eliciting responses

and developing the oral communication skills of the quiet students. It’s about

pushing students to excel; at the same time, it’s about being human, respecting

others, and being professional at all times.

4. GOOD TEACHING is about not always having a fixed agenda and being rigid,

but being flexible, fluid, experimenting, and having the confidence to react and

adjust to changing circumstances. It’s about getting only 10 percent of what you

wanted to do in a class done and still feeling good. It’s about deviating from the

course syllabus or lecture schedule easily when there is more and better learning

elsewhere. Good teaching is about the creative balance between being an

authoritarian dictator on the one hand and a pushover on the other. Good teachers

migrate between these poles at all times, depending on the circumstances. They

know where they need to be and when.

5. GOOD TEACHING is also about style. Should good teaching be entertaining?

You bet! Does this mean that it lacks in substance? Not a chance! Effective

teaching is not about being locked with both hands glued to a podium or having

your eyes fixated on a slide projector while you drone on. Good teachers work the

room and every student in it. They realize that they are conductors and the class is

their orchestra. All students play different instruments and at varying

proficiencies. A teacher’s job is to develop skills and make these instruments

come to life as a coherent whole to make music.

6. GOOD TEACHING is about humor. This is very important. It’s about being self-

deprecating and not taking yourself too seriously. It’s often about making

innocuous jokes, mostly at your own expense, so that the ice breaks and students

learn in a more relaxed atmosphere where you, like them, are human with your

own share of faults and shortcomings.

7. GOOD TEACHING is about caring, nurturing, and developing minds and talents.

It’s about devoting time, often invisible, to every student. It’s also about the

thankless hours of grading, designing or redesigning courses, and preparing

materials to further enhance instruction.

8. GOOD TEACHING is supported by strong and visionary leadership, and very

tangible instructional support resources, personnel, and funds. Good teaching is

continually reinforced by an overarching vision that transcends the entire

organization from full professors to part-time instructors and is reflected in what

is said, but more importantly by what is done.

 9. GOOD TEACHING is about mentoring between senior and junior faculty,

teamwork, and being recognized and promoted by one’s peers. Effective teaching

should also be rewarded, and poor teaching needs to be remediated through

training and development programs.

10. AT THE END OF THE DAY, good teaching is about having fun, experiencing

pleasure and intrinsic rewards…like locking eyes with a student in the back row

and seeing the synapses and neurons connecting, thoughts being formed, the

person becoming better, and a smile cracking across a face as learning all of a

sudden happens. It’s about the former student who says your course changed her

life. It’s about another telling you that your course was the best one he’s ever

taken. Good teachers practice their craft not for the money or because they have

to, but because they truly enjoy it and because they want to. Good teachers

couldn’t imagine doing anything else.

http://www.aee.org/prof&sig/core9921.html

Moreover, according to Jann Flury (2003), teacher’s qualifications are as follows:

Teaching and learning is a natural process enthusiastically undertaken by teacher and

learner alike. The process takes place throughout the animal world:   initially, between

mother and offspring; then, between other related adults and youth, between peers, and

ultimately, in mankind, between the specialist--philosopher, mathematician, scientist, or

artist--and the aspiring knowledge seeker.

Obviously, since every mother is the primary and natural teacher, teaching must

be an innate ability, and the early, unquenchable desire to learn springs from a natural
drive that is part of the growing-up phenomenon.  The relationship between savant and

student goes back eons. The essential qualifications of the sage remain unchanged: 

knowledge, good communications skills, patience, dedication, integrity, and leadership. 

And the qualities of a good student are equally immutable:  a desire to learn, self-

discipline, dedication, and willingness to work hard.  So, the ingredients for effective

teaching and learning should be no mystery to anyone today.

In its wisdom, our society has seen fit to introduce a system of teaching and

learning (public education) to fill the gap between home learning and advanced schooling

in specialized fields at universities.  Since not all mothers have the same priorities or

abilities, public education was instituted to provide all students with a standard level of

basic academic knowledge, accumulated by society over the centuries.  Public schooling

was intended to level the playing field for young students and to prepare them for the

workplace or higher learning.

According to credible critics of the public education system and teacher training

programs, teacher-training courses are not in step with state and provincial standards, and

the educrats' philosophy of what constitutes a good public education is at odds with what

the education consumer wants and expects.

So it seems the academic elitist have taken a detour and refuse to get back on

track.  They have sent public education on "a walk-about" in the wilderness.  Their

increased teacher-training and credentialing requirements are methods for controlling the

teaching "profession" and feeding the machinery of the education industry, without

regard for the welfare of students, or having any intention of improving learning

achievement.

The present teacher-training programs have little to do with teaching and learning

and everything to do with strengthening the grip the educrats have on public education. 

Essential qualities/qualifications of the effective teacher today remain unchanged from

100 years ago:  leadership ability, subject knowledge, good communications skills,

patience, dedication, and integrity.  The qualities of a good student also remain the same: 

a desire to learn, self-discipline, dedication, and willingness to work hard.

Through their cockamamy "progressive" approach to teaching and learning, the

academic elitists within our public education system, have neutralized these intrinsic,

positive qualities found in teachers and learners.   Without a doubt, they have

successfully managed to dampen the spirit of many enthusiastic teachers and to frustrate

the eager quest for knowledge of countless students. http://

www.ColumnistEducationNews.org

Therefore, education cultivates us into mature individuals, individuals capable of

planning for our future and taking the right decisions in life. Education arms us with an

insight into our lives and teaches us to learn from experience. The future of a nation is

safe in the hands of educated individuals. Education is important for the economic growth

of a nation. It fosters principles of equality and socialism. Education forms a support

system for individuals to excel in life. It is the backbone of society.

 Education is important because it equips us with all that is needed to make our

dreams come true. Education opens doors to brilliant career opportunities. It fetches

better prospects in career and growth. Every employer of today requires his prospective

employees to be well-educated. He requires expertise. So, education becomes an

eligibility criterion for employment in any sector of the industry. We are rewarded for

exercising the expertise required for the field we venture. We are weighed in the market

on the basis of our educational skills and how well we can apply them.

http://www.learningcity.org/carrier.html

Employability is central to the strategic direction of the Department for Education

and Employment (DfEE), (now the Department for Education and skills – DfES),

(Hillage & Pollard, et al, 2007). Government policy to enhance the employability of

graduates is part of a wider strategy to extend the skills base in the UK (Coopers &

Lybrand, et al, 2003). This interest in employability is associated with human capital

theories of innovation and economic performance. Growth in the stock of human capital

is essential for economic growth, and hence the government’s agenda is driven by the

desire to stem the ‘productivity shortfall’. The HE system is therefore being steered to

place greater emphasis on the employability of graduates. Morley, et al., suggests that

HEIs both mediate and manage government policy, and that the boundaries between the

academy, government and businesses have loosened and been reformed. This raises the

question of what the purpose of HE is, whether it is to provide to the workforce of the

future or educational stimulus, or both. Jackson, et al., suggests that the recent

government agenda for the massification of HE, widening participation, the key
skills/employability agenda, lifelong learning etc., are leading to the unification of HE

and by implication, the curtailing of academic freedoms.

http://www.learningcity.org/carrier.html

Innovation in education is complex although government, and others, persist in

treating it as something simple, to be planned, delivered and evaluated (Knight, et al,

2005). Change is slow as the culture of an institution has to change and adapt. It is

difficult to compare institutional development and progress, internally and externally, if

the criteria for assessment are changed on a regular basis. Given the rapid nature of

change it is hardly surprising that new initiatives can be met with skepticism and

resistance by academics. The university-wide Code of Practice for the assurance of

academic quality and standards in higher education: Career Education, Information and

Guidance (CEIG) give a further steer in the direction of employability initiatives. The

QA for CEIG is intended to ensure that HEIs are meeting students’ expectations for their

preparedness for their future careers and that they are producing graduates who are

equipped to meet the demands of the employment market today. This code emphasizes

the importance of HEIs in promoting the development of skills in relation to employment

and lifelong learning. The institution should ensure that its CEIG provision is designed

to prepare its students for a successful transition to employment or further study and for

effective management of their career thereafter. Careers Services are increasingly

becoming more fully part of the mainstream academic businesses of universities

(Coopers & Lybrand, et al., 2006).

 Employability is a difficult concept to define succinctly and comprehensively. As

(Hillage and Pollard, et al. 2007) state, it is a term used in a variety of contexts with a

range of meanings and can lack clarity and precision as an operational concept. This

literature review is an attempt to draw together the concepts of employability in relation

to Higher Education (HE) in the UK. This is a rapidly growing area for publication and

this literature review cannot hope to comprehensively cover all publications, but it aims

to put the main issues into context. The notion of employability challenges traditional

concepts of HE and raises the question of what the point of HE is; subject knowledge and

understanding, or learning how to learn. De la Harpe et al.(2009), suggest that there is

concern worldwide that existing undergraduate programs are not producing graduates

with the kind of lifelong learning skills and professional skills which they need in order

to be successful in their careers. The employability debate is not a new one for HE. More

recently, the Dearing Report into Higher Education emphasized the importance of

education for employability – focusing on the development of key skills and the

importance of work experience. This literature review will look in turn at first, the

employability agenda, second, curriculum developments and academic perspectives,

third, employability attributes – reflective learning, work experience, team work, and

fourth, employability performance indicators and employers needs.

This review has focused on the views of employers concerning the

skills required of both new entrants to the workforce and established employees.

Employers are clearly a key stakeholder group in identifying the skills people needs to

obtain, hold and develop in employment, and to create new employment opportunities for

others. It is in the interests of businesses themselves, and the wider community, for
employers to be as explicit as possible about the skills they require, and to work closely

with education and training providers in helping to develop those skills. In Australia and

elsewhere, much of the debate on key employability skills has been stimulated and led by

employer groups and individual employers. Ultimately, if current and prospective

employees do not have the skills needed to succeed in modern competitive work

environments no one’s interests are being served. However, countries like Australia do

not have a strong tradition of employers and educators working closely together on

matters of common interest. By documenting the views of employers, and placing those

in the context of developments in the education and training sectors, this review can

contribute towards building a common understanding and shared responsibilities between

business and education. http:// www.ColumnistEducationNews.org

Local Literature

“‘The Learning” is the story of four Filipino women facing their first year in

Baltimore’s schools, where learning is a two-way street marked with disappointment and

inspiring breakthroughs.

In documenting a special year in the lives of educators, Dorotea Godinez, Angel

Alim, Grace Amper and Rhea Espedido, ‘The Learning” captures these women’s

individual experiences, their hopes and their daily classroom struggles, while also

exposing the issues that plague many American public schools. Declining school funding,

urban poverty and crime have given these teachers a golden opportunity – and delivered
rude shocks as the women are thrust into the heart of America’s educational crisis

(Medina 2010, Filam Star).

Teaching has many-splendored calling, for it has its immeasurable joys and

rewards no pot of gold can buy. The rewards derived from it cure more psychological

than economic. Such blessings range from the personal and practical satisfactions to

those that are humanitarian and idealistic. The teacher is likely to happen be better

adjusted than the average person because his job gives him opportunities to be creative,

to contribute significantly to the lives of the young in their growth and development

(Rivera & Sembrano 2009, Towards Effective Teaching).

The success of the school in achieving its goals and objectives depends to a great

extent on its human resources particularly the teachers. The teachers’ backgrounds and

training competence, self-concepts, sense of worth and attitudes toward work are vital

factors in attainment of educational purposes of the school. Above all, the personality

treat of the teacher contribute very much to the efficiency and effectiveness with which

their roles and perform their duties, tasks and responsibilities. (Ngipol 2006, The Modern

Teacher)

Foreign Studies

Graduates’ employability has focused the interest of governments, educational

authorities, academics and researchers for many years. Nowadays, the employment status

and the relevant prospects of university graduates reflect the efficiency of the provided

higher education, as well as its connection with the labor market. However, educational

specialties of higher education have not been so far the object or relevant research. This
work is based on the results and conclusions deducted from the conduct of a large survey

addressed to the graduates of the School of Pedagogical and Technological Education,

the only establishment of Greek higher education providing this type of education. An

unbiased random sample of 357 graduates belonging to five different specialties stratified

according to gender, specialty and year of graduation was selected through random

sampling. The informants replied to the 62 questions of a designed structured

questionnaire covering all main quantitative and qualitative educational, social and

employment graduates’ characteristics. The collection of first-born data was achieved

through a specially designed survey using telephonic interviews. The data were analyzed

with the statistical package SPSS using appropriate statistical techniques for the

investigation of the existing relationships among the main variables. The evaluation of

the results of the 309 valid questionnaires led to significant conclusions concerning

education and employment parameters such as the mean required time for the completion

of studies and for getting the first job, the employment status giving emphasis to the

majority who has followed an educational career, the type of employment, the way of

getting the present position, the hetero-employment and the professional safety. The few

existing significant differentiations depending on gender and specialty were also

thoroughly analyzed and commented. (Thessaloniki 2005, The Employability of

Educational Specialties,)

The pathways of individuals into teaching exhibit several moments of choice that

impact crucially on the final composition of the teaching workforce. Though the

transition from training into teaching has frequently been studied, the self‐selection into

the institutions of teacher education has received little attention until now. Sorting into
teacher education plays a major role in the determination of the potential quality of the

teaching workforce. The question is, therefore, who is interested in teacher training. The

analyses contained in this study are based on a representative sample of 1567 high school

students in Switzerland shortly before graduation. The findings indicate that there is

systematic self‐selection into teacher training institutions which is principally based on

gender, socio‐economic background and high school profile. This sorting is reinforced by

the institutional and structural characteristics of the types of higher education institutions

and the courses of study they offer.

Accordingly, the findings of this paper tend to indicate that, to a large extent, the

choices made by future teachers depend also on where and how teachers are trained.

http://www.tandfonline.com/doi/abs/10.1080/03057640903352440

Local Study

According to Limin & Balagtas (2011) on their study “Employability Status of

PAC Graduates of the ITE” found out that majority of the respondents were females.

They took up the BSEd major in General Science and PEHM and BEEd HELE programs.

Half of the total number of respondents passed the Licensure Examination for Teachers.

Majority of them were employed, teaching, under contractual and they worked to private

schools or companies. They were satisfied to their jobs in general and female respondents

landed into their jobs faster than males. Majority of them did not encounter any problem

in finding a job. However, the common problem they encountered in handling their jobs
was problems met in finding for jobs while possessing patience and perseverance was the

most suggested solutions to the problems met in handling their jobs.

Hence, the researchers concluded that education course was a female dominated

profession. Majority of the students chose the HELE program and half of them passed the

LET. The respondents in general were employed, teaching under contractual status of

appointment, and working on private schools or companies. They were satisfied to their

jobs in general and females landed into their jobs faster than males. Majority of them

suggested possessing patience and perseverance towards their students.

Justification of the Study

The reviews of the related literatures and studies both foreign and local have

provided the researchers a sufficient background regarding the problem investigated.

Similarities are in terms of the major concern, the Employability Status of ITE Graduates

in PAC, teaching profession is a female dominated course and PAC consistently have

high LET passing percentage were similar to the study of Limin & Balagtas (2011),

Barila et.al. (2009) and Evaristo et.al.(2007) . However, the present study determined the

Employability Status of ITE Graduates in PAC S.Y. 2009-2010 and 2010 - 2011. The

difference can be seen on their point of emphasis and certain variables such as level and

number of respondents involved, the year were respondents came from and the problems

met by the respondents and finding a job.

 Chapter 3

METHODOLOGY

This chapter shows the different procedure and methods that were used by the

researchers in the study to be able to collect, analyze, present and interpret the data. It

provides information about researcher design, research local, source of data and

information, respondents of the study and instrument.

Research Design

The study used the descriptive survey method, which was seen appropriate since

the study involve interview and questionnaire. This is concern with the present situation,

prevailing condition, current practices, contemporary events, and characteristics of

individuals, attitude, and their opinions. This method determined the employment

condition of BEEd and BSEd graduates of Pampanga Agricultural College school years

2009 – 2010 and 2010 – 2011, their personal profile, educational background,

employment status and nature of work.

Respondents of the Study

The respondents of the study will be the BEEd and BSEd graduates of Institute of

Teacher Education from S.Y. 2009 – 2010 and 2010 – 2011 at Pampanga Agricultural

College. There are 114 graduates in S.Y. 2009 – 2010 and 116 graduates in the S.Y. 2010

– 2011 and the researcher utilized 53.04% of the total number of graduates for BEEd

and BSEd.
Research Instrument

The researchers adapted and edited the questionnaire used in the study of Limin &

Balagtas (2011) based on the statement of the problem. The Data and Information

obtained was gathered through the use of questionnaire.

Questionnaire – main instrument use to gather the needed Data and Information. It is

consisted of three parts:

I. Personal profile of the respondents

II. Relevance of their job to their courses

III. Employment Status

IV. Problem encountered of the respondents in finding a job

Validation of the Instrument

The panel members and the research professor validated the research instrument

before the researchers will go over to their study.

Research Procedure

1. The researchers got the total number of the graduates at school years 2009 – 2010 and

2010 – 2011 at the registrar office wherein the researchers utilized 53.04% of the total

number of the graduates.

2. The researchers gave the respondents equal chances with the use of random sampling

technique.

3. The researchers float a questionnaire and conducted interviews in order to get the

respondent’s profile, employment status and problems met in finding a job.

4. The data gathered were then classified, organized and interpreted and presented in

tabular and textual forms.

Statistical Treatment

The researchers used statistical tools to measure the validity of the questionnaire

and the correlation of the different variables. The following are the statistical tools used

by the researchers:

Frequency

This was used to find out the profile, employability status, nature of work and the

number of times any problem occurred in a particular respondent.

Mean

This was used to compute for the significant difference of the employability of

BSEd and BEEd.

T - Test

This was used to determine if an independent variable such as LET result,

employment status of BSEd and employment status of BEEd has relationship to the

employability status of the graduates.

Percentage (%)

The percentage will use by the researchers in getting the total number of

respondents, the employability status of BEEd and BSEd graduates S.Y. 2009 – 2010 and

S.Y. 2010 – 2011, the BEEd and BSEd graduates who are working as teachers, the

percentage of the graduates who work with non-teaching career and the percentage of the

graduates who are not employed.

Ranking

This was used to determine which particular problem(s) occurred most to the

respondents.

Pearson Product-Moment Correlation Coefficient

Pearson’s correlation coefficient between two variables is defined as the co-

variance of the two variables divided by the product of their deviation. The researchers

used this formula to correlate the relationship between the employability status of the

BEEd and BSEd graduates.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of findings in relation to the

research objectives and hypothesis. The data and information gathered from the various

sources were organized and tabulated. The tables were clearly presented to this chapter.

Profile of the Respondents

Table 1 presents the profile of the respondents. As can be seen on the column of

the respondents in terms of sex, there were 39 out of 58 or 67.24% females who came

from the school year 2009 -2010 and 47 out of 64 or 73.44% were from S.Y. 2010 –

2011. Results show that teaching is a female dominated course which is comparable to

the study of Limin &Balagtas (2011), Barila et.al.(2009) and Evaristo et.al.(2007)

With regards to their degree earned, both school years have great percentage on

BSEd program. There were 34 or 58.62% respondents from S.Y. 2009 – 2010 and 40 or

62.5% came from S.Y. 2010 – 2011.

Lastly, the table also reveals the LET results of the respondents. It shows that

PAC obtained high percentage of passers in the said examination. There were 44 or

75.86% of the respondents in the S.Y. 2009 – 2010 who passed the LET and 55 or

85.94% were from S.Y. 2010 – 2011.

Table 1 Profile of the Respondents

2009 -2010 2010 - 2011 Total

F % F % F %

Sex
Male 19 32.76 17 26.56 36 29.51
Female 39 67.24 47 73.44 86 70.49
Total 58 100 64 100 122 100

Degree Earned
BSEd 34 58.62 40 62.5 74 60.66
BEEd 24 41.38 24 37.5 48 39.34
Total 58 100 64 100 122 100

LET Result
Passed 44 75.86 55 85.94 99 81.15
Failed 10 17.24 5 7.81 15 12.3
Non- 4 6.9 4 6.25 8 6.56
Takers
Total 58 100 64 100 122 100
Nature of Work of the Respondents

Table 2 indicates that 115 out of 122 or 94.26% of the respondents were

employed in which 53 or 91.38% came from the school year 2009 – 2010 and 62 or

96.38% from S.Y. 2010 – 2011. ITEd graduates of PAC consistently have high

employment rate as compared to the study of Limin &Balagtas (2011), Barila et.ai.(2009)

and Evaristo et.al.(2007).

Out of 115 respondents, 105 were working as teachers wherein 46 or 79.31%

came from S.Y. 2009 – 2010 and 59 or 92.19% were from S.Y. 2010 – 2011. This means

that graduates of education course in PAC pursue their teaching career.

Table 2 Nature of Work of the Respondents

2009 -2010 2010 – 2011 Total
Job Status F % F % F %

Employed 53 91.38 62 96.38 115 94.26

Nature of Work
Teaching 46 79.31 59 92.19 105 86.06

Non-Teaching 7 12.07 3 4.69 10 8.2

Call Center agent 6 10.34 3 4.69 9 7.38
Medical 1 1.72 0 0 1 0.91
Representative

Not Employed 5 8.62 2 3.13 7 5.74

Total 58 100 64 100 122 100

Employability Status of BSEd and BEEd

Table 3 presents the percentage of employability status of the respondents school

years 2009 - 2010 and 2010 – 2011. As can observe on the table, BSEd has the higher

percentage of employment status in the S.Y. 2009 - 2010. There were 29 or 50% of the

respondents were employed. On the contrary, in the S.Y. 2010 – 2011, BEEd has the

great percentage of employment status in which 39 or 60.94% of the respondents were

employed.

Table 3 Employability Status of BSEd and BEEd

2009 -2010 2010 - 2011
Job Status F % F %

BSEd
Employed 29 50 23 35.94
Unemployed 5 8.62 1 1.56

BEEd
Employed 24 41.38 39 60.94
Unemployed 0 0 1 1.56

Total 58 100 64 100

Correlation between the LET Results of the Respondents S.Y. 2009 -2010 and 2010

– 2011

Table 4 presents that there is no significant relationship in the LET Results of the

respondents S.Y. 2009 -2010 and 2010 – 2011. The computed correlation value was -

0.197 with a probability of 0.138 which means that that there is a negligible correlation.

This explains that the results of the respondents in the S.Y. 2009 -2010 did not affect the

LET results of the respondents S.Y. 2010 – 2011.

Table 4 Correlation between the LET Results of the Respondents S.Y. 2009 -2010

and 2010 – 2011

Pearson Interpretation Sig. (2- Decision

Value tailed)

LET result of the -0.197 Negligible 0.138 Not

respondents S.Y. Correlation Significant
2009 -2010 vs. 2010
– 2011
Correlation between the LET Results and Employment Status of the Respondents

Table 5 shows that there is a significant relationship between the LET results and

the employability status of the respondents. The computed correlation value was 0.191 at

0.05 level (2-tailed). This means that the LET results of the respondents affect their

employability status.

Table 5 Correlation between the LET Results and Employment Status of the
Respondents

Pearson Interpretation Sig. (2- Decision

Value tailed)

LET Results vs. 0.191* Negligible 0.035 Significant

Employment Correlation

*correlation is significant at 0.05 level (2-tailed)

Difference between Employability Status of BSEd and BEEd

Table 5 showed that there is no significant difference between the employability

status of BSEd and BEEd. The computed value for t = .724 at 0.05 level of significance

which obtained .473 Sig.2 (tailed). This means that employment status of BSEd does not

affect the employability status of the BEEd.

Table 6 Difference between Employability Status of BSEd and BEEd

Category Mean N Df

Employability of BSEd 1.25 48

47
Employability of BEEd 1.19 48

Paired Difference

Category Mean SD T - value Sig.(2tailed) Decision

Employability of BSEd Not

.06 .60 .724 .473 Significant
Employability of BEEd
Problems Met

Table 7 shows the problems met by the respondents. The problems were ranked

according to the respondents’ responses. First on the rank were communication skills and

self-confidence which obtained 12 responses; second, were job experiences and job

marketability with10 responses; third, eligibility with 8 responses and last on the rank

were health and age in which both options have one response each.

Table 7: Problems Met

Problems 2009-2010 2010-2011 Total Rank

Academic Records 1 1 2 8.5

Communication Skills 6 6 12 1.5
Self-confidence 4 8 12 1.5
Personality 2 0 2 8.5
Health 0 1 1 10.5
Age 0 1 1 10.5
Job Experiences 4 6 10 4
Job Marketability 5 2 7 7
Backer or Connection 7 3 10 4
Eligibility 7 1 8 6
Others 3 7 10 4
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings in the conducted study, the

researchers’ conclusions based from their findings and their recommendations based

from their conclusions.

Summary

This study aimed to know the employability status of graduate’s S.Y. 2009 – 2010

and S.Y. 2010 – 2011 in Pampanga Agricultural College of the Institute of Teacher

Education. It also aimed to accomplish the various factors that affect their employability

status.

To support the general objectives, the following objectives were drawn:

1. What is the profile of the respondents in terms of

a. Sex

b. Degree earned

c. LET result?

2. What is the percentage of graduates who landed on the

a. on the teaching career

b. non-teaching career

c. not employed?

3. What is the percentage of employability status of BEED and BSED graduates S.Y.

2009-2010 and 2010-2011?

4. Is there any significant relationship between the LET result of the respondents S.Y.

2009-2010 and 2010-2011?

5. Is there any significant relationship between the LET result and the employability

status of the respondents?

6. Is there any significant difference between the employability status of BEED and

BSED graduates?

7. What are the problems met by the respondents problem in finding a job?

The descriptive survey method of research was used together necessary data and

information. This was computed with help of 122 out of 230 or 53.04% graduates of

ITEd Batches 2009-2010 and 2010-2011 both from BSEd and BEEd program. A

questionnaire was the instrument used in gathering data. Gathering data was also

performed through phone calls, personal interview and visiting schools and homes.

The data gathered were then classified, organized, analyzed, interpreted and

presented in tabular and textual forms. Percentage, frequency, arithmetic means, ranking,

t-test and Pearson product moment correlation coefficient were used as statistical tools to

treat the data gathered.

Summary of Findings

1. Profile of the Respondents

Majority of the respondents, S.Y. 2009 – 2010 and 2010 – 2011, equivalent to

70.49% were females and 29.51% were males. With regards to their degree earned,

60.66% were BSEd and 39.34% were BEEd. Lastly, the table also reveals the LET results

of the respondents. It shows that 99 or 81.15% of the respondents passed the LET; 6 or

12.3% failed in the said examination; and the remaining 8 or 6.56% had not taken the

LET.

2. Nature of Work of the Respondents

Majority of the respondents, S.Y. 2009 – 2010 and 2010 – 2011, were employed.

For the two consecutive batches, 115 out of 122 or 94.26% of the respondents were

employed. As to the nature of work, 86.06% were teaching and 8.2% non-teaching.

3. Employability Status of BSEd and BEEd

The BSEd respondents have the higher percentage of employment status in the

S.Y. 2009 - 2010. There were 29 or 50% of the respondents were employed. On the

contrary, in the S.Y. 2010 – 2011, BEEd had the great percentage of employment status

in which 39 or 60.94% of the respondents were employed.

4. Correlation between the LET Results of the Respondents

The correlation between the LET results of the respondents between S.Y. 2009 -

2010 and 2010 – 2011 has a computed value of -0.197. This signified low correlation.
Thus, it was concluded that the LET results of the respondents has no significant

relationship which implies that LET results of the respondents S.Y. 2009 -2010 does not

affect the LET results of the respondents S.Y. 2010 – 2011.

5. Correlation between the LET Results and Employability Status of the

Respondents

The LET results and employability status of the respondents have a computed

correlation value of 0.191, since it has a 0.035 level (2-tailed) it means that there is a

significant relationship between the LET results and the employability status of the

respondents. This signifies that the LET results may influence the employability status of

the respondents.

6. Difference between Employability Status of BSEd and BEEd

There is no significant difference between the employability status of BSEd and

BEEd. This shows that the respondents from both programs can find a job.

7. Problems Met

The problems met by the respondents in finding a job were communication skills

and self-confidence which both ranked 1.5; second were job experiences and job

marketability; third was eligibility and last on the rank were health and age in which both

options have one response each.

Conclusions

After tabulating, analyzing and summarizing the gathered data, the following

conclusions were drawn:

1. Education course was a female dominated profession. Most of the respondents

took BSEd program. Eighty one percent of the respondents passed the LET and

some failed and did not take the said examination.

2. Majority of the respondents were employed and most of them were teaching.

3. The BSEd respondents had the higher percentage of employment status in the

S.Y. 2009 – 2010 while in the S.Y. 2010 – 2011, BEEd obtained the great

percentage of employment status

4. There is no significant relationship between the LET results of the respondents.

5. There is a significant relationship between the LET results and employability

status of the respondents. Hence, the results of their LET may affect their

employability status.

6. There is no significant difference between the employability status of BSEd and

BEEd.

7. The major problems of the respondents were communication skills and lack of

self confidence.
Recommendations

In line with the findings of study the following recommendations are offered:

1. To the future researchers are encouraged to continue this tracer study by

correlating other variables such as students’ academic performance to the LET

result.

2. Researchers must focus on the reasons why respondents did not land on the

teaching career.

3. Researchers may also find out the reasons why males seldom choose teaching as

their career.

4. Teachers should provide more activities and exercises were the students would

enhanced their communication skills and developed their self – confidence.

 Pampanga Agricultural College

Magalang, Pampanga

Institute of Teacher Education

Employability Status of Institute of Teacher Education Graduates in

Pampanga Agricultural College

Direction: Indicate what is being asked by the questions. Rest assured that your responses
will be treated with high confidentiality.

I. Respondent's Profile

Name: _________________________________

Gender: ___ Male ___ Female

Degree Earned: ( ) BSEd ( ) BEEd

___ General Science ___ HELE

___ English ___ Pre-school

___ MAPEH

___ T.L.E

___ Math

Did you already take the Licensure Examination for Teacher? Continue if Yes.

___ passed ___Average(optional)

___ failed
II. Employment Status: ( Please check your answers.)

1. How do you describe yourself in terms of the following:

a. Job Status

___ employed

___ unemployed

Continue only if employed:

b. Nature of Job

___ teaching

___ non-teaching (please specify) _______________

c. Relevance of their job to their course

___yes

___no

If no, why?
______________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________
III. Problem(s) Encountered: ( Please check the problem you encountered in finding a
job.)

___academic records

___ communication skills

___ self-confidence

___ personality

___health

___ age

___ job experience

___ job marketability

___ backer or connection

___eligibility

___ others (please specify) _______________

 Pampanga Agricultural College
Magalang, Pampanga

Institute of Teacher Education

Bachelor of Secondary Education

I HEREBY RECOMMEND THAT THE ACTION RESEARCH

PREPARED UNDER MY SUPERVISION ENTITELED Employability Status of
Institute of Teacher Education Graduate in Pampanga Agricultural College BE
ACCEPTED IN PARTIAL FULFILLLMENT OF THE REQUIREMENTS FOR
THE DEGREE Bachelor of Secondary Education Major in General Science.

Prof. Regina D. Loria

Adviser
____________________
Date

Mrs. Angelina P. Lumanlan Mr. Dexter Andrew O. Manalo

Panel Member Panel Member
______________________ _______________________
Date Date

Prof. Regina D. Loria

Research Coordinator
__________________
Date

Dr. Olivia G. Dimalanta

Institute Dean
__________________
Date
 CERTIFICATION

THIS IS TO CERTIFY THAT THE ACTION RESEARCH ENTITELED

Employability Status of Teacher Education Graduates of Pampanga Agricultural
College PREPARED AND SUBMITTED BY CABANSAG, MENARD G.,
ESCOTO, CHRISPER C. AND ESCOTO, JOANE Y. HAS BEEN SCRUTINIZED
AND EDITED BY THE STATISTICIAN AND ENGLISH CRITIC WHOSE
SIGNATURES ARE AFFIXED BELOW.

Dr. Karina D. Pena Dr. Minnie M. Liangco

English Critic College Statistician
 Pampanga Agricultural College
Magalang, Pampanga

To whom it may concern,

Please excuse the following students listed below for being absents on your class
this Monday September 10, 2012 7:00am-12:00nn, they will sing on the program.

1. Abigail Tolentino
2. Arvina David
3. Chrisler Calma
4. Chrisper Escoto
5. Elmer Pineda
6. Faith Borja
7. Francia Paga
8. Grace Maturana
9. Joan Naguit
10. Joara Regala
11. John Durana
12. Lawrence Ferrer
13. Lyndon Bayani
14. Ma. Criziel Sagum
15. Marvin Baay
16. Mick Ashley Valerio
17. Paul John Torres
18. Rheann Jopy Garcia
19. Rhica Puno
20. Ryan Dale Vinluan

Approved by:

Dr. Emelita C. Kempis

Vice-president for Academic Affairs