Group 5 Manuscript Revised

Employability and Productivity Study of the Bachelor of Elementary Education 1
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Employability and Productivity Study of the Bachelor of Elementary Education
Graduates
A Thesis Proposal
Presented to the School of Arts, Sciences, and Education
Holy Cross College
In partial fulfillment
of the requirements for the degree
Bachelor of Elementary Education
Espino, Evelyn S.
Labrador, Diether Daniel N.
Pelayo, Cristy Mae P.
Reyes, Jhyra Angel M.
Santos, Mylene M.
January 2022
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APPROVAL SHEET
This thesis proposal titled “Employability and Productivity Study of the Bachelor of
Elementary Education Graduates” prepared and submitted by Ms. Evelyn S. Espino, Mr.
Diether Daniel N. Labrador, Ms. Cristy Mae P. Pelayo, Ms. Jhyra Angel M. Reyes, and
Ms. Mylene M. Santos, in partial fulfillment of the requirements for the degree Bachelor of
Elementary Education has been submitted and hereby recommended for acceptance and
approval for Oral Examination.
DR. PABLITO P. GANTAN, JR.

Adviser
THESIS COMMITTEE
______________________
Chairman
______________________ ______________________
Member Member
PANEL OF EXAMINERS
Passed by the Committee on Oral Examination with a grade of ___ on_________.
______________________
Chairman
______________________ ______________________
Member Member
Approved and accepted in partial fulfillment of the requirements for the degree
Bachelor of Elementary Education.
DR. LETICIA D. FLORES

Dean
TABLE OF CONTENTS
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Page
Title Page...................................................................................................................1
Approval Sheet...........................................................................................................2
Acknowledgement......................................................................................................5
Abstract......................................................................................................................6
Introduction................................................................................................................7
Background of the Study.....................................................................................7
Literature Review................................................................................................10
Research Framework...........................................................................................20
Statement of the Problem....................................................................................23
Method.......................................................................................................................24
Research Design..................................................................................................24
Sampling and Participants...................................................................................24
Instrument and Data Collection Procedure.........................................................25
Ethical Considerations........................................................................................26
Data Analysis Procedure.....................................................................................27
Results and Discussion...............................................................................................28
Conclusions................................................................................................................42
Recommendations......................................................................................................44
References..................................................................................................................47
Appendices.................................................................................................................52
Appendix A.........................................................................................................52
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Appendix B.........................................................................................................53
Appendix C.........................................................................................................55
Appendix D.........................................................................................................61
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ACKNOWLEDGEMENT
The completion of this research study would not be possible without the
contribution of the researcher’s respondents who were the Bachelor of Elementary
Education graduates A.Y. 2016-2019 of Holy Cross College. Their participation in
answering the questionnaires with honesty is sincerely appreciated which made us
finished our task effectively. We would also like to acknowledge our panelists for
sharing their thoughts and opinions about our research study. To our Program Chair, Mr.
Paolo T. Lumanlan, for relentlessly encouraging and inspiring us to continue our
research study. Also, we would like to give our gratitude to our Research Adviser, Mr.
Pablito P. Gantan Jr., for helping us to overcome the difficulties we have encountered
throughout the making of our research study. The completion of this task would not be
achieved without Mr. Lumanlan and Mr. Gantan’s guidance. We would like to express
our gratitude to Holy Cross College, the School with a Heart, for this experience that
will serve as our guide in the making of our upcoming research studies in the future.
And above everyone, we would like to express our gratitude to the Almighty God who
gave us strength and heavenly wisdom and proper comprehension throughout this task.
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ABSTRACT
It is a mission of every Higher Education Institutions (HEIs) to produce both
adaptable and competent graduates by sufficing them skills and competencies that are
relevant to their chosen profession. However, this mission does not end after graduation
as this will only be the start of measuring how relevant the skills been taught to the
employability and productivity of the graduates; as their accomplishments and outputs
will reflect the relevancy of the course. Tracer study could help them assess and enhance
the curriculum that has been offered as the aim of this study is to trace the employability
and productivity of the Graduates of Bachelor of Elementary Education in Holy Cross
College school year 2016-2019. Descriptive research design was used as a method in
this study. There were 48 graduates who responded as convenience sampling was
utilized in the selection. With all the findings in the study, it was revealed that the BEEd
graduates are highly employable and majority of them are LET passers. It emphasized
that skills such communication skills, human relations skills, critical-thinking skills and
problem-solving skills have been beneficial in their employability and productivity.
However, only half of the employed respondents are working as professionals in the
field of education. Concluded that either the curriculum of the school might not be
relevant and effective to the graduates or could also be determined that education may
not be their calling. Furthermore, it is recommended that the school must enhance the
curriculum based on the needs of the learners.
Keywords: Bachelor of Elementary Education Graduates, tracer study, employability
status, productivity, descriptive, quantitative

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INTRODUCTION
Background of the Study
Producing competent and productive employees have been the main goal of
education. A responsibility that lies in the mission of every Higher Education
Institutions (HEIs), ensuring that their graduates are well-prepared for the fast-changing
labor force and meet the skill demands in various jobs. It is by means of providing them
quality instruction and knowledge, enhancing their skills and supplying relevant
experiences that links to the field of study. Caingcoy and Barroso (2020), stresses that
the HEI’s are accountable for producing dynamic and competitive graduates ready for
creating quality workforce for the development of the country. Hence, universities and
colleges trace their graduates and evaluate their careers and employment status.
Furthermore, conducting tracer studies to identify the graduates’ current job status
enables the Higher Education Institutions to determine whether the curriculum and
education programs have been relevant and beneficial to the graduates.
In fact, in the Philippines, Commission on Higher Education (CHED)
emphasizes the significance of conducting tracer studies in HEIs considering that the
academic institutions cannot achieve a CHED Certificate of Program Compliance
without conducting a tracer study. Several tracer studies have been conducted in the
Philippines along with the employability and productivity of the graduates. Abarro
(2017) found out that majority of the BSE and BEE graduates are employed in public
schools and they found skills such as communication, human relations, information
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technology, problem-solving and critical thinking as advantageous in their jobs.
Likewise, in the study of Cornillez et al., (2021), graduates found that the connection of
relevant curriculum and skills like communication, human relations and self-assurance
are major factors in their employability. These skills were also emphasized by Navida
(2009) as the most useful for the graduates in their jobs. However, despite the majority
of the graduates being employed, 50% of them challenged themselves and changed their
first jobs. Whereas unemployed graduates gave reasonings for not being employed:
health reasons, no job opportunities, family concerns, and because of the Licensure
Examination for Teachers (LET) review.
It is the adaptability of the graduates that links to their chances of attaining a job,
especially with the teacher education programs. Hence, there are also other factors to be
considered. According to Labaria’s study (2016), education graduates have a higher
chance of obtaining jobs in both government and private agencies. Moreover, Daguplo
et al., (2019) highlights the importance of referrals and linkages on the job placements of
the graduates.
A study from Gines (2014) highlights the importance of experiential learning
from Field Study subjects as well as attainment of appropriate competencies and skills
on the graduates’ job placement. Viewed that, 21st century skills play significant role in
the employability of teacher education graduates. This was proven as the graduates of
the Philippine Normal University A. Y. 2009-2011 were now permanent teachers, while
only 3% were underemployed.

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Factors interrelated with the education immersion, seminars, concepts, and skills
that the graduates gained in their university are the trainings and advance studies they
have pursued that were proven useful in their acquisition of employability skills
(Basagre, 2020). Another significant factor lies in the Licensure Examination for
Teachers (LET) results. Failure to pass this examination hinders their job placement and
eligibility in teaching (Dangan, 2015). The LET result has been a requirement,
especially in public institutions. Graduates must pass the licensure examination, not just
in government opportunities but also those teaching in private schools (Pacleb-Ulanday,
2021).
Therefore, that asserts the importance of tracking the employability and
productivity of graduates as their accomplishment and outputs will mirror the relevancy
of the program. The role of the school does not end after the learners graduate; this was
actually measured by how relevant skills are taught to the graduates’ employability and
productivity. Moreover, the aim of this study is to trace the employability and
productivity of Graduates of Bachelor of Elementary Education in Holy Cross College
from A. Y 2016-2017, 2017-2018, and 2018-2019. This will mirror the relevance of
curriculum programs and skills taught to graduates’ current employability, assessing
programs based on the attributes of alumni. Through the result, the researchers conclude
further recommendations regarding the relating factors.

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Literature Review
Tracer study
Tracer study is also known as graduate survey; it intends to trace graduates from
a university or college after some time of their graduation in order to evaluate the
relevance of education and to provide improvement on educational programs and to
enhance the employability and marketability of the students after they graduated. Reusia
et al. (2020), referred to tracer study as a practical process of obtaining accurate and
trustworthy data. It is a process to ensure that the educational institutions production of
labor force or manpower is relevant and prepared for the constantly changing job
market locally and globally.
Tracer study is therefore an important feedback mechanism to measure the
significance of field of specialization, skills and competencies, and the quality and
relevance of education to the employability and productivity of the graduates.
(Evangelista & Morales, 2017; Nivera et al, 2013, as cited in Reusia et al, 2020).
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Quality of Learning/Education attained by Graduates
Providing quality education has been a mission for every Higher Education
Institutions (HEIs), molding the graduates to be competent and provide appropriate
practices in developing their professional growth. Hence, assessing the excellence in
culture lies within the attributes and inputs of the alumni: whether the principles and
skills taught were relevant to their career paths. Pacleb-Ulanday (2021) notes the
importance of employability skills acquisition to graduates. Assert that graduates'
attributes were the living testimonies of accomplishment to the institution as well. So,
credibility in securing an appropriate job after graduation lies with imparted
competencies that the institutions taught.
Teacher Education Programs must continuously develop their curriculum to
link relevant skills to teaching profession graduates. Dumlao et al. (2020) stated that
when the foundation of learning is strong enough, graduates are likely to accustom skills
in their teaching profession. Excellence in providing proper training and practices also
adds to factors indicated to graduates as highly employable.
Several research studies conclude that academic performance and other linkages
may reflect the opportunities and earn of the graduates. Daguplo et al (2019) noted that
advertisements and referrals influence job placement for teacher education graduates.
Also stressed that Teacher Education Program must provide skills related to the future
employability of the graduates: preparing a critical thinker, problem-solver, and a good
communicator teacher.
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Abarro (2017) asserted that most of the BSE and BEE graduates of the
University of Rizal System A. Y 2003-2013 attained jobs in public schools. This
concludes that the institution has rendered them relevant skills appropriate to their field
of study. Therefore, the acquired knowledge, skills, and training are beneficial factors in
attaining a job.
Other tracer studies also note the relevance of the curriculum, not just in
academic development but also on the attributes of alumni. The graduates of Science
and Mathematics Education (SME) in the University of San Carlos, College of
Education from A. Y 2009-2012 are productive in their career path as teachers. The
majority passed the Licensure Examination for Teacher (LET) in their first take, while
two dominated and were even top-notch in the list. These graduates were adaptable,
devised with knowledge and skills relevant to their careers (Cañizares, 2015).
Likewise, Graduates of Rizal Technological University in the Philippines
claimed that the quality of education they have attained in their graduate school became
beneficial in their job performance. The graduates’ field of specialization has proved it
has a significant relationship between the graduates’ occupations after graduation. Thus,
proposing the review and improvement of curriculum offerings to provide skills and
competency development to the graduates and linkages expansion with private entities
ensures higher employment opportunities among university graduates (Ramirez et al.,
2014).
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As stated in the research of Biscante et al. (2019), academic achievement could
affect the employability of the graduates. Assert that majority of the graduates in
Eastern Visayas State University Carigara Campus are employed, and most of them are
Mathematics majored professionals and LET passers. The higher number of
employments is due to the relevant curriculum and necessary skills that the graduates
gained from the university, emphasizing the connection of the chosen program to their
employability. Based on the results, the researchers now conclude that students who
graduate with honors are more likely to obtain employment soon after graduation,
maintain a position, and achieve work satisfaction. Further shows that institution has to
preserve the existing policies on academic instruction and maintain the standards of
excellence in teacher preparation.
Correspondingly reflects on the research from Diana (2015) emphasizes that
graduates from Philippine Normal University (PNU) of Bachelor of Secondary
Education (BSE) major in Physical Education (PE) from SY 2009-2011 were competent
enough in their field. The opportunities given to them during their pre-service trainings
are considered as useful tool that helped them in their job performance and employment.
Therefore, an attained learning influences relevancy to skills needed in the field
of study of graduates. This has been supported by the research of Maratas et al (2018)
which revealed that majority of female graduates in Jose Rizal Memorial State
University attained a good academic performance. This factor helped them a lot,
noting that the skills and provided trainings match demands needed in their current jobs.
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Thus, it also stressed that graduates of Teacher Education have acquired highest
earnings.
Taking this matter with relation to an international journal among pioneer
graduates of the Early Childhood Teacher Education in Indonesia, 97.45% assert the
influence of academic performance in attaining a job along with skills such as mastery
and instructional planning. However, low job opportunities offered in their field of
specialization despite the relevance of curriculum is a hinder factor with seeking job
opportunities hinders (Waluyo, 2013).
However, when about job opportunities in teaching, the name of the university
or institution is sometimes affiliated to the possible opportunities ahead to graduates. It
is a notion wherein those who graduated in prestigious schools were more likely to
attain jobs easily and consider the political connection in placement jobs in teaching.
The Philippine Normal University is a recognized specialized teacher education
university. Prestige? Maybe yes, this has been glued along with the name of the
institution. Hence, Gines (2014) clearly emphasizes that the graduates’ job placement
has nothing to do with political connections, rather their academic performance. PNU
Graduates from A.Y 2009-2011 were now permanent teachers while only 3% were
underemployed. The research also highlights the importance of experiential learning
from Field Study subjects and attainment of appropriate skills and competencies.
Viewed that, 21st century skills play a significant role in the employability of teacher
education graduates.
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As the matter of fact, there is no doubt that the attained quality of learning by
graduates is a factor influencing job chances. Dangan (2015) also added that other factor
may include as variables affecting job opportunities, specifically to teacher education
graduates. This could imply to the Licensure Examination for Teacher (LET) test result
which primarily reflects all knowledge been acquired through years of trainings.
Therefore, concludes that failure to pass could affect the job placement as LET
influences eligibility in teaching.
More than anything, measuring the employability of Education graduates could
list down to achievements, attainments, linkages and referrals, and relevance of
curriculum. Hence, the academic achievement speaks up as a dominant factor as honor
students were likely to get job immediately and be promoted in teaching profession
(Boholano et al., 2012).
Therefore, programs must be aligned and relevant to the needs of future
professional teachers. The institutions shall always ensure better alignment and
improvement of the Teacher Education Program. Reusia et al. (2020) notes that
enhancement of essential competencies geared towards producing and development of
the 21st century, industry-ready, and globally competitive teachers. Both curriculum
content and pedagogy dominantly contribute to the employability rate of the graduates
as the educational experiences gained allow them to achieve necessary skills they
needed as teachers.
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Employability and Productivity of Graduates
The term employability has been perceived as the concept of working, having
no job, or never been employed. In a study by Abe & Dumelod (2020), it was stated that
employability is a criterion of performance aimed at higher education institutions, and
the major influence on the employability level of the graduates is the quality of
education the HEI’s provide to their clients. It is the set of accomplishments that enable
the graduates to obtain a job and thrive in their chosen professions (Kempster, n.d.). By
analyzing these pieces of information, employability pertains to the ability level of the
graduates to get a job. Productivity, on the other hand, is attributed to the economic
performance of the employees in the labor market; it pertains to how much output has
been produced from all the inputs.
Both employability and productivity of the graduates are essential elements for
curriculum evaluation. Tracer studies evaluate the employability level and status of the
graduates and their productivity in order to review, improve and revise the curriculum.
Tracing the teacher education graduates’ employability and productivity is a way of
assessing the quality of education the Higher Education Institutions (HEIs) provide to
their students.
Several research studies have proven the significance and linking of quality and
relevant education to the employment and productivity of the graduates. Dumlao et al.
(2020) indicate that universities and colleges must continuously upgrade their
curriculum programs in the bridge of relevant skills needed to be developed with the
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teaching profession graduates. This enables graduates to achieve knowledge and
competencies appropriate for employability as being a 21st-century learner is
accustomed to the teaching profession.
In a study by Reusia et al. (2020), they analyze that curriculum content and
pedagogy contribute to the employability rate of the graduates as the educational
experiences they have gained allowed them to achieve the necessary skills they needed
as teachers. Therefore, reviewing the curriculum will ensure a better alignment and
improvement of the program. Moreover, the enhancement of essential competencies
will guarantee the creating and development of the 21st century, industry-ready, and
globally competitive teachers.
On the other side of the coin, some studies have specified the importance of the
chosen field of specialization of the graduates in their employability. The studies from
Janer et al (2015) and Ramirez et al (2014) demonstrate that the field of specialization
of the graduates also contributes to their employment status. Janer et al. (2015) clearly
stated that most of the graduates of teacher education programs from 2009-2013 are
working as teachers. While few of them were unoccupied, the rest got a job that doesn't
correspond to the teaching profession itself, which somehow concludes that teaching
might not solely be their calling. Thus, ensuring appropriate career opportunities for
graduates’ lies with quality education, internship and job placement program, and
providing a review program for Licensure Examination for Teacher (LET). Meanwhile,
graduates of Rizal Technological University in the Philippines claimed that their field of
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specialization has proved it has a significant relationship between their occupations after
graduation (Ramirez et al., 2014).
According to the study of Caingcoy & Barroso (2020), most graduates are
employed, and although there is a difference across the batches’ employability, most of
them have jobs that are related to their education and training. The study suggested
establishing new linkages and providing extra training to graduating students to prepare
them for employment.
Other studies also indicated the skills and competencies they have gained as
major factors in their employment and productivity. Abas et al. (2020) finds on their
study that the majority of the teacher education graduates of Saint Michael College of
Caraga, A.Y. 2012-2016 are employed and employable with an 87.4 percentage, and
only 12.6% among the 111 respondents of the graduates are unemployed. Moreover,
graduates find ICT skills beneficial in their job while English Language Proficiency is
the less useful among the employability skills. Hence, the study recommends improving
the facilities provided to the students to provide relevant, effective, and efficient training
to teacher education students.
Similarly, Abarro (2017) reported that BSE and BEE graduates of the University
of Rizal System A.Y. 2003-2004 to 2012-2013 have jobs in public schools. The
graduates stated that they find the knowledge and skills they’ve learned in their
education and training like communication, human relations, information technology,
problem-solving, and critical thinking skills as beneficial in their jobs. As supported by

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Cornillez et al. (2021), they indicated that the majority of the respondents are working
within the region of Eastern Visayas. The association of the relevant curriculum
offerings, general education, teaching practicum learning areas, and skills such as
communication, human relations, and self-assurance has proven significant in the
respondents' employment.
Achievements such as honors and passing of Licensure Examination for
Teachers (LET) are also factors in the employability of the graduates. In research from
Boholano et al. (2012), they find that graduates with honors are more expected to be
employed after their graduation, and they are more likely to maintain their job positions.
Conversely, Cañizares (2015) finds that majority of the graduates passed the Licensure
Examination for Teacher (LET) in their first take, even having two dominated and were
even top-notch in the list. These graduates were adaptable, devised with both knowledge
and skills that are relevant to their careers.
Past studies emphasizes that the employability and productivity of the graduates
lies on the quality and relevancy of the education they have attained in their universities
for the reason that a quality and relevant education will provide necessary concepts,
strategies, competencies, trainings, and experiences to the learners. In order to identify
if the education and curriculum is effective to the learners, a tracer study have been used
as a tool by the educational institutions in finding out the graduates’ employment status
and economic performance both locally and globally. It is the reason why the
researchers decided to conduct this study on the Bachelor of Elementary Education

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Graduates; to review, revise and enhance the quality of education of Holy Cross
College.
Research Framework
Theoretical Framework
This study is anchored on the theory of Morell (1989), where in the assumption
on any human service field program study is that there are useful effects that will last
with the client even after the study has ended for a reasonably length of time. Thus, a
program would be considered effective and valuable if adequate useful impacts last for
a long amount of time with the clients.
Various factors have continuously influenced the human life which made it
implausible to make these factors not affect the client after the program on the study
ended. Morell (1989) stated that how effects of a given program changes over time is
the most important use of evaluation. To evaluate the impacts of a program on the life
experiences of an individual is the significance of follow-up evaluation (Suarez, 1994,
as cited in Almejas et al., 2017). Specifically, in this case, the impacts of a program on
the work experiences or employability of the graduates would be a significant
assessment on the teacher education program particularly of the Bachelor of Elementary
Education of Holy Cross College.

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Conceptual Framework
Tracing the employability and productivity of the graduates wasn't just used as
mere input and attributes to a school. It is an instrument enabling them to determine the
relationships within their academic performance to their chosen career path and
employment status. It is a study that gives concrete emphasis on assessing the
curriculum program and its effectiveness.
This framework maps out the relation between variables of employability and
productivity, and its connection to the knowledge been attained by the Bachelor of
Elementary Education (BEEd) Graduates in A. Y 2016-2017, 2017-2018 and 2018-
2019.
The input column indicates variables that are intended to be examine/studied.
These are the respondent’s profile; their employment factors that link to nature of
employment, nature of compensation, relatedness of the current job to their course in
college, and relevance of knowledge/skills attained to the nature of work; and their level
of productivity.
As for the second column which the process is, indicates the sequential pattern
in the collection of data. It stressed steps such as the modification and validation of the
survey- questionnaires to be used as an instrument. The proper distribution of the
questionnaires to the respondents is via chat and in google form. Afterwards, the
collection and interpretation of findings through analyzing data.

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The output column on the other hand, specifies the proposed suggestion which
intends to links findings as the formulation of effective strategy in the Bachelor of
Elementary Education program.
Figure 1. Conceptual Framework

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Statement of the Problem
This study aims to determine the employment status and productivity of the
Bachelor of Elementary Education in Holy Cross College, Academic Year 2016-2017,
2017-2018 and 2018-2019.
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Civil Status
b. Sex
c. Residing Address
d. Year Graduated
e. Eligibility
2. What factors drove the graduates to pursue the course?
3. If there is any, what urged the graduates in continuing advance studies?
4. What is the nature of their job at present?
a. What employment factors do the graduates consider in their job?
b. What is their initial gross monthly earning in their first job after college?
5. How relevant is the curriculum they had in college to their job?
a. What competencies learned in college did the graduates consider as
useful in their job?
6. What action should be done to improve the curriculum and make it relevant
at all times?
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METHOD
Research Design
The researchers utilized descriptive research design to obtain and present factual
information about the demographics profile of the graduates of Bachelor of Elementary
Education of Holy Cross College from the batch 2016-2019, as well as to obtain data
about their productivity and employment status with regard to their chosen field and
learned competencies in school. As defined by McCombes (2020), descriptive research
aims to describe comprehensively and precisely the what, when, where and how of a
population, event or phenomenon.
Sampling and Participants
Convenience sampling was used in this study in the selection of the respondents.
The Graduates of Bachelor of Elementary Education from Holy Cross College A.Y
2016-2017, 2017-2018, and 2018-2019 are selected as the respondents of the study. 1
Pre-School and 37 General Education graduates are from batch 2016-2017, 1 Pre-School
and 34 General Education graduates are from batch 2017-2018 and 5 Pre-School and 27
General Education graduates from batch 2018-2019. A total of 105 respondents are
chosen for the study. However, only 48 among the graduates responded to the letter and
agreed to be part of the study. Table 1 shows the corresponding response rate of each
batch and the average response rate of the respondents. According to McCombes (2021),
a convenience sample is a non-probability sampling method which means, only

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respondents who matched the inclusion criteria may respond to avoid bias. It is a
specific sampling technique that also considers those individuals who are conveniently
available at that time.
Table 1. Research Respondents and Response Rate
Batch Number of Graduates Number of Respondents Response Rate
A.Y. 2016-2017 38 14 36.84%
A.Y. 2017-2018 35 16 45.71%
A.Y. 2018-2019 32 18 56.25%
Total 105 48 45.71%
Instrument and Data Collection Procedure
This study utilized the Graduate Tracer Study from the Commission on Higher
Education (CHED). The instrument contains 4 dimensions. The first dimension includes
the general information of the respondents with 10 items, the second dimension is about
their educational background with 4 items, the third dimension has 2 items dedicated to
the training/s or advance studies the respondents attended after college and the last
dimension, the employment data of the respondents has 20 items. The Graduate Tracer
Study has a total of 36 questions.
Initially, the researchers sought permission to the registrar for the official list of
the graduates to be included in the study. Then, they also ask permission to the adviser
to check the questionnaire that has been modified. A permission letter is also provided.
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On the 22nd of September 2021, they have obtained both of the names and an approval
from the adviser to float the online survey questionnaire. At the same day, they also
started contacting the graduates based on the batch that has been assigned to each
member. Messenger was a tool primarily used in communicating with the alumni, this
was also the tool used in sending the link of the online survey-questionnaire. Thus, the
researchers also faced difficulties in contacting the graduates and convincing them to
participate which leads to a delay. After conducting data collection, the researcher will
interpret and analyze the responses been infer to the respondents in aims to answer and
suggest further improvement on the study.
Ethical Considerations
Research ethics play an immense role in the study as it acknowledges the moral
and legal rights of the respondents. As defined by Bhandari (2021), ethical
considerations are principles that a researcher must follow. It connotes the rights of the
people or respondents involved in the study as well as maintain the integrity and
enhance the validity of the research study. For this study, the researchers ensured that
they communicated with the graduates pleasantly and disclosed the reason behind the
request for participation. Upon informing the graduates about the scope and aims of the
study, the researchers also provided a consent letter. This supports the benefits and the
possible risks of their participation. The researchers also made sure that their
participation was purely voluntary and the data had obtained was treated with the
utmost confidentiality.
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Data Analysis Procedure
The researchers used descriptive statistics in their study for the analyzation of
data. As stated by Trochim (n.d), descriptive statistics provide summaries of what is and
what the data shows. Descriptive statistics was utilized since the researchers sought to
describe and summarize the data that have been collected in terms of the demographic
profile of the graduates, their employability and productivity. Frequency and percentage
distribution were used to determine the nature of elementary education graduates’ recent
employment, factors of employment and the relevancy of program course taken in
college in their current employment.

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RESULTS AND DISCUSSION
Table 2. Personal profile of the respondents
Indicator Frequency Percent

Civil Status
Single 40 83.33
Married 8 16.67
Sex
Male 5 10.42
Female 43 89.58
Municipality
Arayat 15 31.25
Candaba 11 22.92
Masantol 1 2.08
San Luis 2 4.17
Santa Ana 18 37.50
Missing value 1 2.08
Table 2 shows the demographic profiles of the respondents. Among the 48
graduates who responded to the survey questionnaire, majority of them are single and
female with a percentage of 83.33% and 89.58% respectively. Respondents who live in
Santa Ana have the majority number which has 18 or 37.50%, respondents who lives in
Arayat have 15 or 31.25%, 11 or 22.92% are from Candaba, 2 respondents or 4.17% are
from San Luis and only 1 respondent or 2.08% is from Masantol. There is also a
missing value of 2.08% which is equivalent to 1 respondent who did not want to
disclose the municipality of where they live in.

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Table 3. Educational profile of the respondents

Year Graduated
A.Y. 2016-2017 14 29.17
A.Y. 2017-2018 16 33.33
A.Y. 2018-2019 18 37.50
Licensure Exam Passer
Yes 23 47.92
No 8 16.67
Missing values 17 35.42
a
Reasons for taking the degree
High grades in the course 2 4.17
Good grades in high school 7 14.58
Influence of parents/relatives 29 60.42
Peer influence 2 4.17
Inspired by a role model 21 43.75
Strong passion for the profession 20 41.67
Prospect for immediate employment 3 6.25
Status or prestige of the profession 8 16.67
Availability of course offering in chosen institution 11 22.92
Prospect of career advancement 9 18.75
Affordable for the family 10 20.83
Prospect of attractive compensation 3 6.25
Opportunity for employment abroad 2 4.17
No particular choice or no better idea 1 2.08
a
Denominator per indicator is 48.
Table 3 presents the educational profile of the respondents. Out of 48 BEEd
graduates who responded in this study, 14 respondents or 29.17% of them were from
A.Y 2016-2017; 16 respondents or 33.33% were from A.Y 2017-2018; 18 respondents
or 37.50% were from A.Y 2018-2019. 31 or 64.58% had taken the Licensure
Examination for Teacher; 23 or 47.92 passed the examination; 8 or 16.67% did not,
while the remaining 17 or 35.42% was considered as missing values who might have
not yet taken the LET.

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Furthermore, this revealed reasons that the graduates considered taking the
degree. Influenced by parents/relatives is the top choice with 29 or 60.42% of the
respondents, inspired by a role model with 21 or 43.67%, Strong passion for the
profession with 20 or 41.75% respondents, Availability of course offering in the chosen
institution with 11 or 22.92% respondents, Affordable for the family with 10 or 20.83%
respondents, Prospect to career advancement with 9 or 18.75% respondents, followed by
having good grades in high school with 7 or 14.58% respondents. The least chosen
reasons are prospect for immediate employment and prospect to attractive compensation
with 3 or 6.25% respondents, followed by reason of high grades in the course and
opportunity for employment with 2 or 4.17% respondents. There is also 1 or 2.08% who
answered no particular choice or no better idea with choosing the degree.
Table 4.Trainings/Advance studies attended by the respondents after college

TESDA cetification courses 6 12.50
Graduate studies 7 14.58
In-service trainings 6 12.50
Table 4 displays the trainings and/or advance students the graduates have
attended after their college. 7 or 14.58% of the respondents take up Graduate studies
while 6 or 12.50% attended in-service trainings. Another 6 or 12.50% of the
respondents attended TESDA training courses while the remaining 29 or 60.42% did
not attend any trainings or advance studies.
Graduates
HOLY CROSS COLLEGE
Table 5. bParticipants’ reasons for pursuing advance studies

For promotion 0 0.00
For professional development 19 100.00
b
Denominator is 19; only those who have trainings/advance studies.
Table 5 shows only 19 among the 48 who responded to the survey questionnaire
have pursued advance studies and/or trainings for their professional development.
Table 6. Employment status of the participants

Currently employed 33 68.75
Regular 15 45.45
Temporary 3 9.09
Contractual 12 36.36
Self-employed 2 6.06
Casual 1 3.03
Currently unemployed 11 22.92
Never been employed 3 6.25
Table 6 reveals that 33 or 68.75% of the respondents are currently employed
with 15 or 45.45% of them are regular employees, it also revealed that 12 or 36.36%
have contractual jobs, 3 or 9.09% respondents have temporary employment, 2 or 6.06%
are self-employed and 1 or 3.03% have casual employment. Among the 48 respondents,
11 or 22.92% are currently unemployed and 3 or 6.25% are never been employed since
their graduation. There is a missing value of 2.08% from 1 respondent who did not
answer the employment status question.

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Table 7. cParticipants’ current work classification

Clerks 3 9.09
Officials of Government and Special-Interest 7 21.21
Organizations, Corporate Executives, Managers,
Managing Proprietors and Supervisors
Professionals 15 45.45
Service workers and shop and market sales workers 4 12.12
Special occupation 3 9.09
c
Denominator is 33; only those currently employed.
Table 7 unveiled that 33 of the graduates are currently employed which further
shows that majority of them have obtained a job. 15 or 45.45% of them are now
professionals in the field of teaching. Whereas 7 or 21.21% of them have obtained jobs
as either Officials of Government and Special-Interest Organizations, Corporate
Executives, Managers, Managing Proprietors, and Supervisors. 4 or 12.12% of them are
in the field of the service and market sales, while there are 3 or 9.09% who are now
currently working as clerks and same goes with graduates having a special occupation.
While there is 1 or 3.03% who is considered as missing value who might possibly do
not want to disclose work classification.
Table 8. dReasons of the participants for unemployment

Family concern and decided not to find a job 2 14.29
Lack of work experience 3 21.43
No job opportunity 6 42.86
Did not look for a job 2 14.29
Resignation 1 7.14
d
Denominator per indicator is 14, only those currently unemployed and never
been employed.
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HOLY CROSS COLLEGE
Table 8 states the reasons of the 14 respondents for their unemployment. 6 or
42.86% respondents expressed that there is no job opportunity, 3 respondents or 21.43%
lacks work experience, family concern reason and deciding not looking for a job both
each have 2 or 14.29% respondents, and 7.14% or 1 respondent’s reason is because of
resignation.
Table 9. cMajor line of business of the participants’ current company

Construction 1 3.03
Education 16 48.48
Electricity, gas and water supply 1 3.03
Health and social work 5 15.15
Other community, social and personal service activities 3 9.09
Public administration and defense 1 3.03
Wholesale and retail trade, repair of motor vehicles, 3 9.09
motorcycles and personal and household goods
Table 9 states the major line of business of the respondents’ current company. It
is revealed that majority of the respondents with 16 or 48.48% are working in the field
of education, health and social work comes in second with 5 or 15.15% responses, and 3
respondents or 9.09% answered other community, social and personal service activities.
Likewise, wholesale and retail trade, repair of motor vehicles, motorcycles and personal
and household goods got 3 or 9.09%. There is a missing value of 9.09% from 3
respondents who did not answer the question.

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Table 10. cParticipants’ place of work

Local 33 100.00
Abroad 0 0.00
Table 10 shows that those 33 or 100% of the graduates who already obtained
jobs are all working locally. None were working abroad.
Table 11. cParticipants’ current work as their first job

Yes 17 51.52
No 15 45.45
Did not answer 1 3.03
Table 11 shows that 17 or 51% of the graduates have stayed with their first job.
Meanwhile, 15 or 45.45% indicates that their current job is not their first job. The
remaining 1 or 3.03% did not disclose any answer.
Table 12. eParticipants’ reasons for staying on their first job

Salaries and benefits 16 35.56
Career challenge 14 31.11
Related to special skill 6 13.33
Related to course or program of study 9 20.00
Proximity to residence 4 8.89
Peer influence 2 4.44
Family influence 7 15.56
Denominator is 45; those never been employed are excluded.
e
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Table 12 revealed the reasons of the graduates for staying with their first jobs.
From 45 graduates who had been employed, the top choices include the salaries and
benefits who had been responded by 16 or 35.56% of the graduates, followed by the 14
or 31.11% who considers career challenge, 9 or 20% who stayed in their first job
because it is related to their course, 7 or 15.56% who stayed because of the family
influence, while 6 or 13.33% of them stayed because the job is related to special skill.
Some graduates stayed because the job is near their residence which was responded by 4
or 8.89% of the graduates and the remaining 2 or 4.44% stayed because of the peer
influence.
Table 13. eParticipants’ first job as related to the program they took in college

Yes 25 55.56
No 16 35.56
Table 13 indicates whether the graduates’ first job is related to the program they
took in college. The majority of graduates responded yes, which means their field of
specialization is somehow related to their first job. 16 or 35% of them answered no,
which means that their first job differs from their course. Meanwhile, there are missing
values that further states that 4 or 8.89% of the graduates did not respond to the
question.
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Table 14. eParticipants’ reasons for accepting their first job

Related to special skills 18 40.00
Implications on table 14 regarding the respondents’ reasons for accepting their
first job revealed that the relation of the job to their special skills made the first reason
with a 40%, followed by the career challenge with 33.33%. Meanwhile, 22.22%
respondents indicated that it is because of the salaries and benefits and the proximity to
the respondents’ residence came last with 8.89%.
Table 15. fParticipants’ reasons for changing first job

Related to special skills 1 6.67
f
Denominator per indicator is 15; only those who changed their jobs.
As reflected on table 15 regarding the reasons of the respondents for changing
their first job, career challenge came first as the major reason with 53.33%, followed by
salaries and benefits with 40%, another reason is the proximity of the respondents’
residence on their job with a 20% while the relation of the job to the special skills came
last with a 6.67%. This indicates that majority of the respondents who changed their first
job wanted to experience new things and challenges in their career.

Graduates
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Table 16. eParticipants’ length of stay in their first job

Less than a month
1 to 6 months 10 22.22
7 to 11 months 6 13.33
1 year to less than 2 years 8 17.78
2 years to less than 3 years 12 26.67
Table 16 presents the duration of the respondents in their first job with 2 years to
less than 3 years as the longest duration with a 26.67%, followed by 1 to 6 months
which is contradictory to the length of the dominating factor, with 22.22%, 17.78%
respondents’ duration on their first job is 1 year to less than 2 years, then 7 to 11 months
and 3 years to less than 4 years have the same 13.33% respondents. However, a 4.44%
from 2 respondents are missing values as they did not want to disclose their duration on
their first job.
Table 17. eParticipants’ way of finding their first job

Response to an advertisement 2 4.44
As walk-in applicant 16 35.56
Recommended by someone 15 33.33
Information from friends 3 6.67
Arranged by school’s job placement officer 4 8.89
Family business 1 2.22
Job fair or public employment service office (PESO) 0 0.00
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Table 17 shows the ways of how graduates found their first job. Majority of the
graduates landed their first job as a walk-in applicant with a 35.56%, followed by
33.33% by being recommended by someone. 8.89% of the respondents found their first
job as arranged by the school’s job placement officer, 6.67% of the graduates found the
job through their friends’ information, 4.44% graduates found their job from an
advertisement and 2.22% is through family business. Though, 8.89% from 4 graduates
did not respond to the question.
Table 18. eParticipants’ time spent before landing to their first job

Less than a month 16 35.56
1 to 6 months 15 33.33
7 to 11 months 5 11.11
1 year to less than 2 years 4 8.89
Table 18 shows the duration the graduates spent before landing to their first job.
Majority of the graduates indicated that they took less than a month with a 35.56%,
followed by 1 to 6 months with 33.33% responses, then 11.11% of the respondents took
7 to 11 months. 8.89% of the graduates spent 1 year to less than 2 years before they
landed on their first job and 4.44% graduates spent 2 years to less than 3 years. 6.67%
are missing values from 3 respondents who did not want to disclose the time they spent
before landing on their first job.

Graduates
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Table 19. eParticipants’ job level position
First Job Current Job

Indicator
Frequency Percent Frequency Percent
Rank or clerical 9 20.00 8 17.78
Professional, technical or supervisory 15 33.33 14 31.11
Managerial or executive 1 2.22 2 4.44
Self-employed 8 17.78 9 20.00
Table 19 shows the job level position of the respondents from their first job and
current job. As for the first job of the respondents, professional, technical or supervisory
has the majority of responses with a 33.33%, followed by rank or clerical position with
20%, self-employed graduates are 17.78% and managerial or executive position came
last with 2.22%. On the other hand, with regards to their current job, the dominating
position of the graduates’ current job is professional, technical or supervisory position
and it has 31.11%, followed by self-employed with a 20%, then rank or clerical
positions came third with 17.78% and lastly, managerial or executive had 4.44%
responses.
Table 20. eParticipants’ gross monthly earning in their first job

< Php 5,000 2 4.44
Php 5,000 to < Php 10,000 11 24.44
Php 10,000 to < Php 15,000 15 33.33
Php 15,000 to < Php 20,000 8 17.78
Php 20,000 to < Php 25,000 5 11.11
Php 25,000 and above 0 0.00
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Table 20 reveals the gross monthly income of the respondents from their first
job. 33.33% of the respondents stated that their monthly income on their first job ranges
from Php 10,000 to < Php 15,000, followed by 24.44% who expressed that their income
from their first job ranges to Php 5,000 to < Php 10,000 per month. On the other hand,
17.78% of the respondents got Php 15,000 to < Php 20,000 monthly income on their first
job, and 11.11% stated that their monthly income is Php 20,000 to < Php 25,000 on their
first job. However, 8.89% of the respondents did not want to disclose their monthly
salary from their first job.
Table 21. Participants’ perception of their curriculum’s relevance to first job

Yes, it is relevant. 33 68.75
No, it is not relevant. 9 18.75
Table 21 revealed that 33 or 68.75% of the graduates agreed that the curriculum
they had in college was relevant to their first job. However, there were 9 or 18.75% of
them who answered no, that the curriculum they had was not relevant to their first job.
While the remaining 6 or 12.50 are missing values which may infer that these graduates
do not want to disclosed their perception.

Graduates
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Table 22. eParticipants’ competencies learned in college which are useful in their
first job

Communication skills 31 68.89
Human relations skills 23 51.11
Entrepreneurial skills 8 17.78
Problem-solving skills 20 44.44
Critical-thinking skills 22 48.89
Table 22 shows the competencies and skills that the graduates considered useful
in their first job. Majority of them consider skills such as communication skills with
68.89%, human relation skills with 51.11 %, critical thinking skills with 48.89%, and
problem solving with 44.44% as beneficial to their jobs. While entrepreneurial skills got
the lowest factor with 17.78%. This further concludes that the skills been learned in
college is relevant to the chosen field of the graduates.
As for further improvement of the curriculum, the graduates suggested that the
school shall continuously enhance its curriculum based on the needs of the learners. It
should provide the learners with adequate skills such as communication and 21st literacy
skills which are considered as vital skills needed in the changing landscape of the
education. It was also suggested that trainings, experiential learning, and seminars must
be provided because these helps a lot in the attainment of jobs within the profession.
Graduates
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CONCLUSION AND RECOMMENDATION
Conclusion
The study concludes that among the 48 respondents, 43 are female and 5 are
male, 40 are single and 33 have attained an employment and most of them took less than
a month to land on their first job. Most graduates’ first job is also their current job,
meaning that most of them have been in their job for more than a year. Although 33 of
the respondents are currently employed, only half of the employed respondents are
working as professionals in the field of education. In a study of Reusia et al (2020), it
was proven that the relevancy of the curriculum and pedagogy contributes to the
achievement of the essential competencies the graduates needed in their employment.
Janer et al (2015) and Ramirez et al (2014) also emphasized on their study the
importance of the chosen field of specialization of the graduates on their employability.
While the results show that the graduates who responded are highly employable, since
half of the employed respondents are not employed in the field of education, the
curriculum of the school might not be relevant and effective to the graduates, it can also
be concluded that education may not be their calling. This calls out the need to review
and strengthen the curriculum and activities of the school. Supported by the theory of
Morell (1989) that evaluating and assessing the impacts or in this case the employability
of the teacher education graduates of Holy Cross College to determine and make sure if
the program is effective and valuable to the graduates’ job.
As to the reasons of the unemployed respondents, no job opportunity ranked
first. Supported by the current survey report of the Philippine Statistic Authority (2021),
Graduates
HOLY CROSS COLLEGE
though numerous Filipinos are searching for a job, unemployment rate still increased to
6.6% which means 3. 27 million Filipinos are currently unemployed. An addition to that,
job opportunities may have been affected also by the restriction because of the
COVID19 pandemic. Most of the respondents are LET passers. All the employed
graduates work locally. As to the methods of the employed respondents in finding their
first job, most got hired as a walk-in applicant. As to the level of position of the
respondents on their current jobs, 15 of them have professional, technical or supervisory
positions with most of them having a Php 10,000 to less than Php 15,000 gross monthly
income. Teacher Education graduates of the BEED department of Holy Cross College
acquired communication skills, human relations skills, critical-thinking skills and
problem-solving skills that have been beneficial for their employability and productivity.
This is similar from a study of Abarro (2017), where communication skills attained by
the graduates are proven relevant to the employment of the graduates. The skills
developed by the graduates in college are revealed to be adequate, effective and
responsive to the needs of the community locally and globally (Gines, 2014, as cited in
Abarro, 2017). Another similar study by Cornillez et al. (2021) finds that
communication skills, human relations and self-assurance skills are the most
advantageous competencies on the graduates’ employability and productivity.
The graduates suggested that the school shall continuously provide adequate
skills such as 21st literacy skills, and experiential learning such as trainings and
seminars to help the learners in the attainment of jobs within the profession in the future.
Graduates
HOLY CROSS COLLEGE
Furthermore, the graduates suggested that the school must enhance the curriculum based
on the needs of the learners.
Recommendation
In assessing the effectiveness of the curriculum, tracer study is an instrument that
an institution must conduct. Tracing the employability and productivity of the graduates
will further determine if the course has offered and the skills taught to the graduates are
relevant in their jobs. Therefore, with all the findings in this study, the researchers
recommended a KRA program in reviewing, strengthening and enhancing of the
curriculum of the school.
BACHELOR OF ELEMENTARY EDUCATION
PROPOSED STRATEGIC PLAN
KRA 1: Quality Instruction
Program/ Manpower Funding Progress

Target Time Frame
Project/Activity Requirement Requirement Indicator
To align Conduct
the course research studies
program on on the prevailing
the labor competencies
market and skills the Research and
needs and local and global Annual Development
prepare the market demands Unit
learners
from the
outside
world
Hold end-of-
semester Dean,
End of every
meeting Program
semester,
concerning Coordinator,
Year-round
perceive impacts Faculty
Graduates
HOLY CROSS COLLEGE
of the
curriculum on
the learners
KRA 2: Student Experiences and Competencies
Manpower
Program/ Funding Progress
Target Time Frame Requiremen
Project/Activity Requirement Indicator
t
To improve Require
21st century teaching
skills and demonstration
develop once in every
teaching subject whether Dean,
strategy and during Midterms Program
pedagogy of or Finals Year-round
Coordinator,
the teacher Faculty
education
learners
Require
End of each
Instructional Dean,
school year
Material (IM) Program
(February-
making for Coordinator,
March/March
learners once Faculty
-April)
each school year
Hold qualifying Dean,
examination End of each Program
school year Coordinator,
Faculty
Conduct Elementary
teaching Principal,
During Field
observation and Dean,
Study 1 and
teaching Program
Field Study 2
demonstration Coordinator,
once a week Faculty
Conduct
seminars
Dean,
regarding job
Year-round, Program
preparation and
As needed Coordinator,
teaching and
Faculty
pedagogical
development
Graduates
HOLY CROSS COLLEGE
KRA 3: Board Examination
Program/ Time Manpower Funding Progress

Target
Project/Activity Frame Requirement Requirement Indicator
To exceed a Implement
passing rate extension plan
that is higher for LET pre- Dean,
than the coaching review Year- Program
passing to graduating round, Coordinator,
percentage students As needed Faculty
of the
national
board exam
Monitor Every Dean,
progress on the after- Program
sample mock review Coordinator,
exams session Faculty
Conduct
sessions Program
Months
regarding test Coordinator,
before the
taking Guidance
exam
techniques and Councilor
consultation
KRA 4: Research
Program/ Time Manpower Funding Progress

Target
Project/Activity Frame Requirement Requirement Indicator
To Conduct tracer
continuously studies
Research and
enhance the
Annual Development
relevancy of
Unit
the program
Graduates
HOLY CROSS COLLEGE

Graduates
HOLY CROSS COLLEGE
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fbclid=IwAR29DdSzPrdDKsPLfRLMCRX2D2lSl1BB_wsany7a8sC7DlFHU7Z
FOkIQ0jE
McCombes, S. (2021, August 30). An introduction to sampling methods. Scribbr.
https://www.scribbr.com/methodology/sampling-methods/
Graduates
HOLY CROSS COLLEGE
Bhandari, P. (2021, October 18). A guide to ethical considerations in research. Scribbr.
https://www.scribbr.com/methodology/research-ethics/?fbclid=IwAR2CwR-
SbMRBOJddoWee02CoX4vnkhGL_xd7r5GUg0P5AL21QoAdVnCjwoA
Trochim, W. M. K. (n.d.). Descriptive Statistics. Research Methods Knowledge Base.
https://conjointly.com/kb/descriptive-statistics/
Navida, G. S. (2019). Employability of the Bachelor of Secondary Education Graduates
of Pangasinan State University Alaminos City Campus. Journal of Education,
Management and Social Sciences, 2(1).
Basagre, R.-M. G. (2020). Employability Status of Bachelor of Elementary Education
Graduates of School Year 2014–2018. International Journal of Education and
Research, 8(10), 147--154.
Almejas, B. C., Marasigan, J. C., Morante, T. A., Lim, E. J. A., & Catuday, R. A.
(2017). Teacher Education Graduates: A Tracer Study. International Conference
on Law, Business, Education and Corporate Social Responsibility, 69–74.
https://doi.org/10.17758/URUAE.UH09171010
Philippine Statistic Authority. (2022). December 2021 Labor Force Survey.
https://psa.gov.ph/statistics/survey/labor-and-employment/labor-force-survey/
title/Unemployment%20Rate%20in%20December%202021%20is%20Estimated
%20at%206.6%20Percent
Graduates
HOLY CROSS COLLEGE
Appendix A
LETTER OF REQUEST TO THE SCHOOL REGISTRAR FOR THE LIST OF
BEED GRADUATES
20 September 2021
MS. ESTER MULDONG

Chief Registrar
This College
Dear MS. MULDONG:
Greetings!
We, 4th Year students of the Bachelor of Elementary Education of Holy Cross College,
are currently conducting a research study entitled “Employability and Productivity
Study of the Bachelor of Elementary Education Graduates”. May we request your good
office for the list of names of the previous graduates of BEED Department for the
Academic Year 2016-2017, 2017-2018, and 2018-2019, as we will treat them as the
respondents of our research. With regards to this, we assure you that the data gathered
will solely remain confidential and certainly be used for academic purposes only. Your
response will be greatly appreciated.
Thank you very much!
Respectfully,
MS. EVELYN ESPINO MS. JHYRA ANGEL REYES

MR. DIETHER DANIEL LABRADOR MS. MYLENE SANTOS
MS. CRISTYMAE PELAYO
Approved:
MS. ESTER MULDONG

Chief Registrar
Graduates
HOLY CROSS COLLEGE
Appendix B
ONLINE SURVEY CONSENT
This tracer study is being conducted in support of the research project being conducted
by BEEd-4A students in partial fulfilment of their subject, Research in Education 2. This
aims to trace the employability and productivity of the Bachelor of Elementary
Education Graduates from A Y 2016-2017, 2017-2018, and 2018-2019 in Holy Cross
College.
Note that your participation in this study is voluntary. The data that will be collected
throughout the survey will serve as basis in evaluating the relevance of the curriculum
and further enhancement to be improved.
By proceeding, I must read and understand the explanation provided below:
1. My participation in this project is voluntary. I understand that I will not be paid for
my participation. I may withdraw and discontinue participation at any time without
penalty. If I decline to participate or withdraw from the study, no one on my work
will be told.
2. I have the right to decline to answer any question in the survey-questionnaires if it is
considered as provoking questions.
3. I understand that the researcher will not identify me by name in any reports using
information obtained from this survey, and that my confidentiality as a respondent in
this study will remain secure. Subsequent uses of records and data will be subject to
standard data use policies which protect the anonymity of individuals and
institutions.
Graduates
HOLY CROSS COLLEGE
4. Other staff and administrators will not have access to raw notes or transcripts of
conducted survey. This precaution will prevent my individual comments from
having any negative repercussions.
5. I have read and understand the explanation provided to me. I have had all my
questions answered to my satisfaction, and I voluntarily agree to participate in this
study.
6. I have been given a copy of this consent form.
For further information, please contact:
Diether Daniel Labrador 0975-211-1545
Evelyn Espino 0910-212-7443
Cristymae Pelayo 0955-860-2781
Jhyra Angel Reyes 0951-350-1019
Mylene Santos 0963-082-5249
_______________ _______________ _____________
My Signature My Printed Name Date
Diether Daniel Labrador Evelyn Espino Cristymae Pelayo
Researcher Researcher Researcher
Jhyra Angel Reyes Mylene Santos
Researcher Researcher
Graduates
HOLY CROSS COLLEGE
Appendix C
GRADUATE TRACER STUDY (GTS)
(A modified version)
A. GENERAL INFORMATION
1. Name: ______________________________________
2. Permanent Address: ____________________________
3. E-mail Address: _______________________________
4. Telephone or Contact Number: ___________________
5. Civil Status
 Single
 Separated/Divorced
 Single Parent
 Married
 Married but not living with spouse
 Widow or Widower
6. Sex
 Male
 Female
7. Birthday / / / / / / / / /
Month Day Year
8. Municipality
 Apalit
 Arayat
 Bicolor
 Candaba
 Floridablanca
 Guagua
 Lubao
 Mabalacat
 Macabebe
 Magalang
 Masantol
 Mexico
 Minalin
 Porac
 San Fernando
 San Luis
 San Simon
 Santa Ana
 Santa Rita
 Santo Timas
Graduates
HOLY CROSS COLLEGE
 Sasmuan
9. Province: ___________________________________
10. Location of Residence
 City
 Municipality
B. EDUCATIONAL BACKGROUND
11. Field of Specialization
 General Education
 Pre-School Education
12. Year Graduated
 A.Y. 2016-2017
 A.Y. 2017-2018
 A.Y. 2018-2019
13. Professional examination(s) Passed: __________________
14. Reason(s) for taking the course(s) or pursuing degree(s). You may check (/)
more than one answer.
 High Grades in the course or subject
 Influence of parents or relatives
 Peer Influence
 Inspired by a role model
 Strong passion for the profession
 Prospect for immediate employment
 Status or prestige of the profession
 Availability of course offering in chosen institution
 Prospect of career advancement
 Affordable for the family
 Prospect of attractive compensation
 Opportunity for employment abroad
 No particular choice or no better idea
Others, please specify ______________________________
C. TRAINING(S) ADVANCE STUDIES ATTENDED AFTER COLLEGE
15.
A. Please list down all professional or work-related training program(s)
including advance studies you have attended after college.
Title of Training or Advance Study Duration & Credits Earned
__________________________ _____________________
__________________________ _____________________
__________________________ _____________________
B. What made you pursue advance studies?
 For promotion
 For professional development
Graduates
HOLY CROSS COLLEGE
Others, please specify: _____________________________

D. EMPLOYMENT DATA
16. Are you presently employed?
 Yes
 No
 Never employed
17. If no, please select the reason(s) why you are not yet employed. You may check
more than one answer.
 Advance or further study
 Family concern and decided not to find a job
 Health-related reason(s)
 Lack of work experience
 No job opportunity
 Did not look for a job
Other: _________________________________________
18. If yes, what is your present employment status?
 Regular
 Temporary
 Contractual
 Self-Employed
 Casual
19. Present Occupation (Use the following Philippine Standard Occupational
Classification (PSOC) 1992)
 Officials of Government and Special-Interest Organization, Corporate
Executives, Managers, Managing Proprietors and Supervisors
 Professionals
 Technicians and Associate Professionals
 Clerks
 Service workers and Shop and Market Sales Workers
 Farmers, Forestry Workers and Fishermen
 Trades and Related Workers
 Plant and Machine Operators and Assemblers
 Laborers and Unskilled Workers
 Special Occupation
20.
A. Name of Company or Organization including address:
__________________________________________________
B. Major line of business of the company or organization you are presently
employed in. Please check one only.
 Agriculture, Hunting and Forestry
 Fishing
Graduates
HOLY CROSS COLLEGE
 Mining and Quarrying

 Manufacturing
 Electricity, gas and Water Supply
 Construction
 Wholesale and Retail Trade, repair of motor vehicles, motorcycles
and personal and household goods
 Hotels and Restaurants
 Transport Storage and Communication
 Financial Intermediation
 Real State, Renting and Business Activities
 Public Administration and Defense; Compulsory Social Security
 Education
 Health and Social Work
 Other community, Social and Personal Service Activities
 Private Households with Employed Persons
 Extra-territorial Organizations and Bodies
21. Place of Work:
 Local
 Abroad
22. Is this your first job after college?
 Yes
 No
23. If yes, what are the reason(s) for staying on the job? You may check (/) more
than one answer.
 Salaries and benefits
 Career challenge
 Related to special skill
 Related to course of program of study
 Proximity to residence
 Peer influence
 Family influence
Other reason(s), please specify: _____________________________
24. Is your first job related to the course you took up in college?
 Yes
 No
25. If yes, what were your reasons for accepting the job? You may check (/) more
than one answer.
 Related to special skills
Graduates
HOLY CROSS COLLEGE
Other reason(s), please specify: _____________________________

26. If no, what were your reason(s) for changing job? You may check (/) more than
one answer.
 Related to special skills
Other reason(s), please specify: ______________________________
27. How long did you stay in your first job?
 Less than a month
 1 to 6 months
 7 to 11 months
 1 year to less than 2 years
 2 years to less than 3 years
28. How did you find your first job?
 Response to an advertisement
 As walk-in applicant
 Recommended by someone
 Information from friends
 Arranged by school’s job placement officer
 Family business
 Job Fair or Public Employment Service Office (PESO)
Others, please specify: _____________________________________
29. How long did you take to land your first job?
 Less than a month
 1 to 6 months
 7 to 11 months
 1 year to less than 2 years
Others, please specify: _____________________________________
30. Job Level Position
Job Level First Job Current or Present Job
Rank or Clerical () ()
Professional, Technical or Supervisory () ()
Managerial or Executive () ()
31. What is your initial gross monthly earning in your first job after college?
 Below P5,000.00
 P5,000.00 to less than P10,000.00
 P10,000.00 to less than P15,000.00
Graduates
HOLY CROSS COLLEGE
 P15,000.00 to less than P20,000.00

 P20,000.00 to less than P25,000.00
 P25,000.00 and above
32. Was the curriculum you had in college relevant to your first job?
 Yes
 No
33. If yes, what competencies learned in college did you find very useful in your
first job? You may check (/) more than one answer.
 Communication skills
 Human relation skills
 Entrepreneurial skills
 Problem-solving skills
 Critical thinking skills
Other: ___________________________________________
34. List down suggestions to further improve your course curriculum.
________________________________________________________________
________________________________________________________________
________________________________________________________________
Graduates
HOLY CROSS COLLEGE
Appendix D
RESEARCHER’S PROFILE
Evelyn S. Espino
Gatiawin, Arayat, Pampanga
Contact Number: 0910-212-7443
E-mail: espinoevelyn012581@gmail.com
PERSONAL INFORMATION
Date of Birth : January 25, 1981
Place of Birth : Gatiawin, Arayat, Pamp.
Age : 40 years old
Gender : Female
Nationality : Filipino
Religion : Roman Catholic
Father’s name : Eufrocinio Espino
Mother’s name : Anita Espino
ACADEMIC BACKGROUND
Tertiary : Holy Cross College
Sta. Lucia, Sta. Ana, Pampanga
2018-Present
Secondary (Junior) : Alternative Learning System
Mexico South District Elementary School
2015-2016
Primary : Gatiawin Elementary School
Gatiawin, Arayat, Pampanga
1993-1994
I hereby certify that all information mentioned above is correct and true with best of my
knowledge and belief.
EVELYN E. ESPINO
Researcher
Graduates
HOLY CROSS COLLEGE
Diether Daniel Labrador

#175, St. Joseph, San Jose, Sta. Ana, Pampanga
E-mail: theskylimit56@rocketmail.com
Date of Birth : November 06, 1998
Place of Birth : San Jose, Sta. Ana, Pamp.
Age : 23 years old
Gender : Male
Religion : Methodist
Father’s name : Ferdinand S. Labrador
Mother’s name : Eloida N. Labrador
ACADEMIC BACKGROUND
2018-Present
Secondary (Junior) : Holy Cross College (Old Curriculum)
2011-2014
Primary : Holy Cross College
2005-2011
DIETHER DANIEL N, LABRADOR

Researcher
Graduates
HOLY CROSS COLLEGE
Cristy Mae P. Pelayo

Gatiawin, Sto. Rosario, Candaba, Pampanga
E-mail: cristymaepelayo@gmail.com
Date of Birth : May 04, 2000
Place of Birth : Candaba, Pampanga
Age : 21 years old
Gender : Female
Father’s name : Bonifacio S. Pelayo
Mother’s name : Marites P. Pelayo
ACADEMIC BACKGROUND
2018-Present
Secondary (Senior) : Holy Cross College
2016-2018
Secondary (Junior) : Paralaya High School
Paralaya, Candaba, Pampanga
2012-2016
Primary : Sto. Rosario Elementary School
Sto. Rosario, Candaba, Pampanga
2006-2012
CRISTY MAE P. PELAYO

Researcher
Graduates
HOLY CROSS COLLEGE
Jhyra Angel M. Reyes

Purok 1 #14 Sta. Lucia Cupang, Arayat, Pampanga
E-mail: rysjhy@gmail.com/jhyraismyname@gmail.com
Date of Birth : April 05, 2000
Place of Birth : Cupang, Arayat, Pampanga
Age : 21 years old
Gender : Female
Father’s name : Benigno Y. Reyes
Mother’s name : Marilou M. Reyes
ACADEMIC BACKGROUND
2018-Present
2016-2018
Secondary (Junior) : Justino Sevilla High School
Mangga Cacutud, Arayat, Pampanga
2012-2016
Primary : Arayat Central Elementary School
San Agustin Sur, Arayat, Pampanga
2006-2012
JHYRA ANGEL M. REYES

Researcher
Graduates
HOLY CROSS COLLEGE
Mylene M. Santos
#510 San Jose Mesulo, Arayat, Pampanga
E-mail: santosmylene619@gmail.com
Date of Birth : March 28, 2000
Place of Birth : Arayat, Pampanga
Age : 21 years old
Gender : Female
Father’s name : Samuel D. Santos
Mother’s name : Juanita M. Santos
ACADEMIC BACKGROUND
2018-Present
2016-2018
Secondary (Junior) : Justino Sevilla High School
Mangga Cacutud, Arayat, Pampanga
2012-2016
Primary : San Nicolas Elementary School
San Nicolas, Arayat, Pampanga
2006-2012
MYLENE M. SANTOS
Researcher

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Employability and Productivity Study of the Bachelor of Elementary Education 1

HOLY CROSS COLLEGE

Employability and Productivity Study of the Bachelor of Elementary Education

Presented to the School of Arts, Sciences, and Education

Holy Cross College

of the requirements for the degree

Bachelor of Elementary Education

Labrador, Diether Daniel N.

Pelayo, Cristy Mae P.

Reyes, Jhyra Angel M.

HOLY CROSS COLLEGE

DR. PABLITO P. GANTAN, JR.

Passed by the Committee on Oral Examination with a grade of ___ on_________.

DR. LETICIA D. FLORES

HOLY CROSS COLLEGE

Background of the Study.....................................................................................7

Statement of the Problem....................................................................................23

Sampling and Participants...................................................................................24

Instrument and Data Collection Procedure.........................................................25

Data Analysis Procedure.....................................................................................27

Results and Discussion...............................................................................................28

HOLY CROSS COLLEGE

HOLY CROSS COLLEGE

contribution of the researcher’s respondents who were the Bachelor of Elementary

Education graduates A.Y. 2016-2019 of Holy Cross College. Their participation in

answering the questionnaires with honesty is sincerely appreciated which made us

Paolo T. Lumanlan, for relentlessly encouraging and inspiring us to continue our

HOLY CROSS COLLEGE

It is a mission of every Higher Education Institutions (HEIs) to produce both

employability and productivity of the graduates; as their accomplishments and outputs

and productivity of the Graduates of Bachelor of Elementary Education in Holy Cross

problem-solving skills have been beneficial in their employability and productivity.

curriculum based on the needs of the learners.

Keywords: Bachelor of Elementary Education Graduates, tracer study, employability

status, productivity, descriptive, quantitative

HOLY CROSS COLLEGE

Background of the Study

education. A responsibility that lies in the mission of every Higher Education

education programs have been relevant and beneficial to the graduates.

In fact, in the Philippines, Commission on Higher Education (CHED)

academic institutions cannot achieve a CHED Certificate of Program Compliance

HOLY CROSS COLLEGE

technology, problem-solving and critical thinking as advantageous in their jobs.

Examination for Teachers (LET) review.

considered. According to Labaria’s study (2016), education graduates have a higher

A study from Gines (2014) highlights the importance of experiential learning

only 3% were underemployed.

HOLY CROSS COLLEGE

in government opportunities but also those teaching in private schools (Pacleb-Ulanday,

Therefore, that asserts the importance of tracking the employability and

productivity of Graduates of Bachelor of Elementary Education in Holy Cross College

curriculum programs and skills taught to graduates’ current employability, assessing

further recommendations regarding the relating factors.

HOLY CROSS COLLEGE

relevance of education and to provide improvement on educational programs and to

trustworthy data. It is a process to ensure that the educational institutions production of

market locally and globally.

Tracer study is therefore an important feedback mechanism to measure the

relevance of education to the employability and productivity of the graduates.

HOLY CROSS COLLEGE

Quality of Learning/Education attained by Graduates

Institutions (HEIs), molding the graduates to be competent and provide appropriate

practices in developing their professional growth. Hence, assessing the excellence in

importance of employability skills acquisition to graduates. Assert that graduates'

Passed by the Committee on Oral Examination with a grade of _ on_______.