LEVEL OF WORK READINESS AND ITS

RELATIONSHIP TO SELF-ESTEEM OF COLLEGE

OF EDUCATION STUDENTS IN LYCEUM OF
ALABANG A.Y. 2022-2023

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 464-473
Document ID: 2023PEMJ1178
DOI: 10.5281/zenodo.8341896
Manuscript Accepted: 2023-11-9
Psych Educ, 2023, 13: 464-473, Document ID:2023 PEMJ1178, doi:10.5281/zenodo.8341896, ISSN 2822-4353
Research Article

Level of Work Readiness and Its Relationship to Self-Esteem of College of Education

Students in Lyceum of Alabang A.Y. 2022-2023
Ralph Lauren Oblinada*, Samantha Ysshi Caliboso, Jeffrey Roi Cablay
Neil Celestino M. Ochoa, Rodrigo P. Calapan
For affiliations and correspondence, see the last page.
Abstract
A study by the Philippine Institute for Development Studies reported that there is a shortage of
qualified teachers to deliver the curriculum and a study by Aung shows that some of the prospective
teachers from Yangon University of Myanmar have low self-esteem. This study aims to determine
the level of Work Readiness and Self-Esteem of College of Education students, to determine if there
is a significant relationship between Work Readiness and Self-esteem, and to identify the themes that
affect these variables. The researchers selected 30 students from the 4th-year college of education
students as the respondents of the study using purposive sampling. The study employed explanatory-
sequential research design. The data gathered by the researchers was recorded in tables, analyzed,
and interpreted accordingly based on the results of the following statistical treatment: Mean &
Standard Deviation, Pearson’s R Correlation Coefficient, and Thematic Analysis. The study revealed
that there is a high level of Work Readiness but low self-esteem among 4th-year College of
Education Students. The study also shows that there is no significant relationship between Work
Readiness and Self-esteem. Relevant skills, ICT integration, and Working Environment are the
factors that affect Work Readiness.

Keywords: college of education, work readiness, self-esteem

Introduction to take criticism, the ability to handle stress, and not

The main factors influencing a country’s growth,
progress, and strength are its citizenry’s skills,
attitudes, values, and norms. These said factors are in
turn greatly influenced by teachers, the lifeblood of an
educational institution. The quality of teachers has a
very large extent for the future of our nation. They
become role models for their students and society. It is
important that all teachers are work-ready, “They must
walk their talk, practice what they preach, say what
they mean, and mean what they say” (Espiritu, 2023).
Work readiness aims for the students to acquire the
necessary skills that will help them to grow and sustain
in a job (Panigrahi, n.d.). It requires soft skills such as
creativity, communication, teamwork, problem-
solving, critical thinking, cultural competency,
etiquette, and professionalism. Some students find that
there are several gaps that prevent them from being
ready for their careers. Students' work readiness and
self-esteem are related to acquiring knowledge for
students' purposeful transition from learner to
professional that gives important contributions to the
industry. Acquiring these skill sets and proficiency
will be beneficial for them in the long run.
Self-esteem develops throughout our lifespan and is
relative to our successes according to our values. It
develops from our assessment of what we accomplish
and how others perceive it shapes how much we value
ourselves. Positive emotions, self-control, the capacity
being overly critical of oneself or others are all
associated with high self-esteem. On the other hand,
low self-esteem is linked to poorer adaptation and a
variety of cognitive issues including depression,
anxiety, addiction, eating disorders, challenging
relationships, trouble managing stress, and having
weak immune systems.
A study by the Philippine Institute for Development
Studies (2022) shows that there is a shortage of
qualified teachers to deliver the curriculum. It is stated
there that the low qualification of teachers was a major
factor in the low quality of education and students’
low performance in school. The same study by (PIDS)
also tells that there is a need for constant and effective
capacity building of school heads and teachers, and
most importantly, the mismatch of teachers’
qualifications and subjects taught needs to be
addressed.
Future educators' self-esteem is vital to their success.
The level of self-esteem that they possess will affect
their goals including job readiness in every aspect.
According to Aðalsteinsson et al. (2013), training of
the students’ skills that needs to be improved is
conducive to building self-esteem. A study by Aung
(2018) investigated the self-esteem level of first-year
prospective teachers from Yangon University of
Education in Myanmar. The researcher used
appropriate instruments and sampling technique for the
study. The results show that 29.6% of the prospective

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Psych Educ, 2023, 13: 464-473, Document ID:2023 PEMJ1178, doi:10.5281/zenodo.8341896, ISSN 2822-4353
Research Article
teachers have high self-esteem level, while 14.7% of
the prospective teachers have low self-esteem level.
The gap between a graduate's skill set and what a
company needs is prevalent worldwide. According to
Raina (2020), there is a recent study by McKinsey that
shows only 42% of employers believed that new
workers were prepared for the workplace on average
across nine countries including Brazil, Germany,
India, Mexico, Morocco, Turkey, Saudi Arabia, the
United Kingdom, and the United States of America.
The study also shows that most of the students are not
sure what educational program will help them to get
employed, they have a weak understanding of the
skills which will best help them to find a job.
The Philippine Star (2017) explains that there is a
study by India-based employment solutions firm
Aspiring Minds that shows 65 percent of graduates in
the country do not have enough skills and training to
qualify Filipino college graduates for the jobs they are
applying for, which means only one out of three
college graduates is "employable". In this study,
60,000 recent graduates from more than 80 colleges
were assessed based on their language, cognitive,
behavioral, and functional skills. Aspiring Minds also
said that “most of the candidates in the industry,
particularly those for inbound customer service jobs,
for outbound sales and for information technology
helpdesk, show deficiency in required cognitive skills,
which most employers see as an indication of
trainability on the job.”
In this study, the researcher aims to contribute to
Psychology and Education by determining the level of
work readiness and self-esteem of college of education
students, identifying if there is a relationship between
work readiness and self-esteem, as well as the themes
that contribute to work readiness.
Research Questions
The study aims to determine the level of work
readiness and its relationship to the self-esteem of the
4th-year College of Education students in Lyceum of
Alabang A.Y. 2022-2023. Specifically, it aims to
answer the following questions:
1. What is the level of work readiness of the 4th-year
college of education students in Lyceum of Alabang?
2. What is the level of self-esteem of the 4th-year
College of Education students?
3. Is there any significant relationship between the
level of work readiness and self-esteem?
4. What are the themes that are related to the level of
work readiness of the 4th-year college of education
students in Lyceum of Alabang A.Y. 2022-2023?
Oblinada et al.
Literature Review
Work Readiness and Self-Esteem
Work readiness, also known as soft skills, is the
interpersonal, professional, and personal qualities
required for someone to gain and maintain
employment (Phuc, 2021). These skills can be
developed either before entering the profession to aid
in job opportunities or while employed to help them
advance in their careers.
A study by Caballero & Walker (2010) shows that
work readiness is a good indicator of graduate
potential when it comes to long-term job performance
and career advancement. Developing work readiness
traits such as critical thinking and problem-solving
skills will make an employee valuable to their
employers. These qualities are required and can help
them to adapt to a new environment and make
employers convinced to hire them. Future graduates
will need to fill the skill gaps with the help of work
readiness. The gap in the possession of skills among
graduates might result in them being unable to meet
the demand of the workplace.
Self-esteem is what a person thinks, feels, and
behaves. When an individual has positive self-esteem,
they have confidence and self-respect. It has a
significant impact on happiness and how a person
enjoys life. It also affects the events in life including
relationships, self-care, and work goals. Healthy self-
esteem makes a life with resiliency and hope. People
with healthy self-esteem credit themselves in times
when things go right and when they don't, they look
for external causes, evaluate their mistakes, and
improve upon them (Lancer, 2019). It requires a
person to assess their strengths and weaknesses.
Work Readiness of College of Education Students
A study by Capito (2018) determined the employment
readiness of college of education seniors in terms of
their personal, instructional, and management skills.
The study also determined whether there is a
relationship between employment readiness and
teaching performance that is based on their average
grade in Student Teaching in the elementary or
secondary school subject. To test the hypothesis that
there is no significant relationship between these
variables, 160 graduating students participated in the
study, 61 students from the Bachelor of Secondary
Education (BSEd) and 99 students from the Bachelor
of Elementary Education (BEEd). The researchers use
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Research Article
a researcher-modified as their research instrument,
some parts of this instrument were adapted from the
study of Leyaley in 2015. The test gave a moderately
positive result. There was a statistically insignificant
correlation between Personal Skills and Teaching
Performance (r = .501, p = .141). Thus, the hypothesis
was confirmed, there is no significant relationship
between employment readiness and teaching
performance. The researcher also concluded that the
employment readiness of the college of education
senior in terms of personal, instructional, and
management skills is “much skilled”.
Self-esteem of Prospective Teachers
Aung (2018) investigated the relationship between
level of self-esteem and level of stress among
prospective teachers. To test the hypothesis that there
is a significant relationship between these two
variables, the study selected 300 first-year prospective
teachers from Yangon University of Education in
Myanmar and used random sampling technique. The
researcher obtained the following instruments: Self-
esteem Inventory-Adult form (adapted from
Coopersmith, 1989) and University Students Stress
Items (adapted from Burge, 2009). The test gave a
negative result. Self-esteem of prospective teachers
was negatively correlated with stress (r = -0.366, p =
0.341. The result also shows that 29.6% of the
prospective teachers have high self-esteem level, while
14.7% of the prospective teachers have low self-
esteem level. Thus, the majority of them have a high
level of self-esteem. The researcher recommended that
“environmental approach could be beneficial because
it is a holistic approach, which needs to study about
prospective teachers inside the world and their
environment”.
Relationship Between Self-esteem and Teaching
Performance
A study by Iglesia et al. (2008) investigated the level
of self-esteem and student teaching performance of the
student teachers of Western Mindanao State
University-Main Campus and External Studies Units.
The study also aims to determine if a high level of
self-esteem makes them perform better in practice
teaching. The researchers used Self-esteem Scale by
Morris Rosenberg and Student Teaching Survey Forms
that were taken from the internet. To test the
hypothesis that self-esteem would have a significant
correlation with student teaching performance, 70%
percent of the questionnaire was returned and was used
in data analysis. Based on the findings of this study,
the student teachers had a high level of self-esteem and
Oblinada et al.
better performance in teaching. The study also
reported that there is no significant difference or
relationship between the level of self-esteem and
student teaching performance.
Self-efficacy, Career Exploration, and Self-
Perceived Employability on Work Readiness
Magagula et al. (2020) investigated the impact of
career self-efficacy (CSE), career exploration (CE),
and self-perceived employability (SPE) on the work
readiness of students in the Gauteng Province, South
Africa. The motivation for their study is to know the
reasons behind graduates who struggle to find work.
To test the hypothesis that CSE, CE, and SPE have an
impact on the work readiness of students, the
questionnaire was divided into six sections, namely,
sections A-E. The researchers decided to establish
using the following adapted instruments: CSE
assessment (adapted from Tsai, Hsu, and Yang, 2017);
CE scale (used by Forstenlechner, Selim, Baruch, and
Madi, 2014); SPE assessment (adapted from Rothwell,
Jewell, and Hardie, 2009), and Work Readiness scale
(adapted from Rose, Perks, Fidan, and Hurst, 2010).
The hypotheses were confirmed, and the study
revealed that work readiness was influenced
significantly and positively by CSE, CE, and SPE. The
authors recommended that “academics and curriculum
designers better understand students’ perspectives of
work readiness because there is an assumption that
academic skill sets are the same skill sets required in
employment”.
Methodology
Participants
The research study conducted in the Lyceum of
Alabang only during the year 2022-2023. It is located
at KM30 National Road, Tunasan, Muntinlupa City,
Philippines. The researchers chose the school because
of the accessibility to the researchers and availability
of time and resources. The researchers chose the 4th
year College of Education students and since they are
only composed of 30 students, the researchers decided
to take them all as the respondents of this study in
order for the researchers to gather a reliable result to
represent the whole College of Education institution.
Instruments of the Study
The researchers used adapted research instruments,
which are: Employability Skills Exercise/Scale by Dr.
Lorna Capito in 2015 and Revised Self-esteem Scale
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by Morris Rosenberg in 1965. The survey
questionnaires contain close-ended questions in regard
to the self-assessment of the respondents' work
readiness and their self-esteem. The researchers also
conducted one-on-one interviews with the selected
respondents using Researcher-Made Semi-Structured
Questions. These instruments helped the researchers to
determine the relationship between the level of work
readiness and the self-esteem of the college of
education students.
Procedure
The researchers have chosen the 4th year College of
Education students as the respondents of the study.
After the approval of the research instrument and letter
of request for implementation that was signed by the
head of the College of Education, the researchers
utilized the method of data collection by producing
and distributing printed survey forms. To validate their
responses from the instrument, the researchers also
conducted a one-on-one interview with the selected 5
respondents. The data gathered from the answered
questionnaires was analyzed and interpreted by the
researchers through the use of the most appropriate
statistical procedures.
Ethical Considerations
According to Bhandari (2021), ethical considerations
are a set of principles that served as a guide for
research ideas and procedures. In this study, the
researchers explained to the respondents the research
such as the purpose, benefits behind the study, and
explained to them that it will be only used for
academic purposes only. Respondents' names and as
well as the information remained confidential. The
researchers also requested informed consent from their
respondents. The respondents guaranteed that their
privacy is protected by strict standards of anonymity.
Results and Discussion
What is the level of work readiness of the 4th-year
college of education students in Lyceum of Alabang
A.Y. 2022-2023?
Table 1 shows the Work Readiness of the respondents.
All indicators have been interpreted as “Much
Skilled”. Item 1, 2, and 10 indicated the highest mean
among the indicators of work readiness and was least
dispersed (SD=0.68, SD=0.83 & SD=0.68). Item 1
indicates that the respondents experienced showing
Oblinada et al.
concern and providing help to pupils having
difficulties in school. Item 2 indicates that the
respondents are properly groomed at all times. Item 10
indicates that respondents experienced conducting a
review of the past lesson before starting a new lesson.
These 3 items were above-mentioned indicated the
highest mean among the indicators of work readiness.
On the other hand, item 5 indicated the lowest mean of
the indicators and was the most dispersed (SD=0.81).
This indicates that the respondents show punctuality is
the least experienced indicator of work readiness
among respondents.
Table 1. Work Readiness of College of Education
Students
Overall, the results implied that the respondents
possess their work readiness with the table getting the
interpretation “Much Skilled”, the results showed that
the respondents are highly skilled and work-ready in
real-school environment.
According to Raina (2020), there is a recent study by
McKinsey that shows only 42% of employers believed
that new workers were prepared for the workplace on
average across nine countries including Brazil,
Germany, India, Mexico, Morocco, Turkey, Saudi
Arabia, the United Kingdom, and the United States of
America. The study also shows that most of the
students are not sure what educational program will
help them to get employed, they have a weak
understanding of the skills which will best help them
to find a job. The Philippine Star (2017) explains that
there is a study by India-based employment solutions
firm Aspiring Minds that shows 65 percent of
graduates in the country do not have enough skills and
467/473
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Research Article
training to qualify Filipino college graduates for the
jobs they are applying for, which means only one out
of three college graduates is “employable”. A study by
Capito (2018) determined the employment readiness of
college of education seniors in terms of their personal,
instructional, and management skills. The study also
determined whether there is a relationship between
employment readiness and teaching performance that
is based on their average grade in Student Teaching in
the elementary or secondary school subject. To test the
hypothesis that there is no significant relationship
between these variables, 160 graduating students
participated in the study, 61 students from the
Bachelor of Secondary Education (BSEd) and 99
students from the Bachelor of Elementary Education
(BEEd). The researchers use a researcher-modified as
their research instrument, some parts of this instrument
were adapted from the study of Leyaley in 2015. The
test gave a moderately positive result. There was a
statistically insignificant correlation between Personal
Skills and Teaching Performance (rs = .501, p = .141).
Thus, the hypothesis was confirmed, there is no
significant relationship between employment readiness
and teaching performance. The researcher also
concluded that the employment readiness of the
college of education senior in terms of personal,
instructional, and management skills is “Much
Skilled”.
What is the level of self-esteem of the 4th-year
College of Education students?
Table 2. Self-esteem of College of Education Students
Table 2 shows the Self Esteem of respondents. 6 items
of the indicators are interpreted as “Disagree” and 4
items are interpreted as “Agree.” Among the self-
Oblinada et al.
esteem measures, items 6, 7, and 9 have the highest
mean and were dispersed (SD= 0.89, SD= 0.77, SD=
0.81). Item 6 indicates that the respondents certainly
feel useless all the time. Item 7 indicates that the
respondents feel their worth and even an equal plan
with others, and item 9 refers to the respondents taking
a positive attitude towards themselves. Those 3 items
showed the highest mean. However, item 8 has the
lowest mean indicator and was the most dispersed
(SD=0.62). This indicates that the respondents’ wish to
have more self-respect is the least experienced
indicator of self-esteem among respondents.
The results Implies that some of the students in the
College of Education are felt useless, felt their self-
worth and how they taking the positive attitude
towards themselves. It implies that even they are much
skilled in teaching, they still have difficulties in their
self-esteem. Overall, the results implied that the
respondents possess their self-esteem with the table
getting the interpretation “Disagree”. These results
showed that the respondents are having low self-
esteem.
According to Lancer (2019), self-esteem is what a
person thinks, feels, and behaves, and it has a
significant impact on happiness, relationships, self-
care, and work goals. It requires people to assess their
strengths and weaknesses. Tabassum & Ali (2012)
conducted a study to determine if there is a significant
difference between the level of professional self-
esteem of male and female secondary teachers in
Sahiwal District, Pakistan. They used the Professional
Self-esteem Scale by Aricak of 1999 and a random
sampling technique to get the sample from the
population. Female secondary school teachers had
higher professional self-esteem than male secondary
teachers. Aung (2018) investigated if there is a
relationship between level of self-esteem and level of
stress among prospective teachers. The test gave a
negative result. Self-esteem of prospective teachers
was negatively correlated with stress (r = -0.366, p =
0.341. The result also shows that 29.6% of the
prospective teachers have high self-esteem level, while
14.7% of the prospective teachers have low self-
esteem level. Thus, the majority of them have a high
level of self-esteem.
Is there any significant relationship between the
level of work readiness and self-esteem of the 4th-
year college of education students in Lyceum of
Alabang A.Y. 2022-2023?
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Research Article

Table 3. Relationship Between Work Readiness and shows how prepared they are in their work. To
Self-esteem strengthen that, a study by Capito (2018) determined
the employment readiness of college of education
seniors in terms of their personal, instructional, and
management skills. The study also determined whether
there is a relationship between employment readiness
and teaching performance that is based on their
Table 3 shows the results of the relationship between average grade in Student Teaching in the elementary
Work Readiness and Self-esteem of the respondents. or secondary school subject. To test the hypothesis that
Pearson’s coefficient is negative (-0.024). The P-value there is no significant relationship between these
is positive (0.899) and the correlation is very low. The variables, 160 graduating students participated in the
variables yielded there is no relationship between study, 61 students from the Bachelor of Secondary
Work Readiness and Self-esteem. This indicates that Education (BSEd) and 99 students from the Bachelor
there is no relationship between Work Readiness and of Elementary Education (BEEd). The researcher used
Self-esteem and the researchers failed to reject the null a researcher-modified as their research instrument,
hypothesis. some parts of this instrument were adapted from the
study of Leyaley in 2015. The test gave a moderately
Overall, the finding shows that Work Readiness has no positive result. There was a statistically insignificant
significant relationship (p>0.05) with self-esteem. correlation between Personal Skills and Teaching
However, there is no statistical evidence proving that Performance (r = .501, p = .141). Thus, the hypothesis
there is no significant relationship between work was confirmed, there is no significant relationship
readiness to self-esteem. It implies that even though
between employment readiness and teaching
they have a low self-esteem level, and sometimes they
performance. The researcher also concluded that the
are not confident or they are having difficulties in their
employment readiness of the college of education
self-esteem, it does not affect their being work-ready
senior in terms of personal, instructional, and
in the field of teachin
management skills is “much skilled”.
What are the themes that are related to the level of However, Respondent C stated that “siguro ako mga
work readiness of the 4th-year college of education 80 to 90 kung irarate ko.” and Respondent D “I don’t
students in Lyceum of Alabang A.Y. 2022-2023? think prepared na prepared na ako when it comes to
teaching. Kung irarate ko ng 5 siguro mga 4 lang
Figure 1. Themes that Contribute to Work Readiness ako.” This signifies that College of Education students
are ready for their work, and they are moderately
skilled when it comes to being work ready. A study by
Caballero & Walker (2010) shows that work readiness
is a good indicator of graduate potential when it comes
to long-term job performance and career advancement.
Developing work readiness traits such as critical
thinking and problem-solving skills will make an
employee valuable to their employers. These qualities
are required and can help them to adapt to a new
environment and make employers convinced to hire
The Conceptual Paradigm of the study illustrates
them. Teachers play an important role in our education
the themes that contribute to the Work Readiness
system. They have the ability not only to teach but also
of 4th-year College of Education Students to influence the students to think positively and to
acquire competence or values. According to Bautista
Through the first-hand experience and narration of the
(2023), there is a study by the Philippine Business for
researchers in Lyceum of Alabang, Inc., they inferred
Education (PBEd) that shows only 2 percent of schools
that the College of Education students are work ready that offer teacher education provide high-quality
in the field of teaching. This matter is in accordance teaching performance. It is very evident that future
with the verbatim of Respondent A ``masasabi ko na I teachers need a lot of improvement in terms of their
am 100% prepared in this profession, and also teaching performance because they will serve as
m a r a m i na rin k a m in g n a p a g d a a n a n at modern heroes especially amidst the educational crisis
napagdadaanan pa ngayon.”, Respondent B ``siguro in our country.
mga 80% kung ganon ko siya ilelevel na ready na ako''

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Research Article
Although the Education student is ready for their
work, there are things that they need to develop or
improve. ICT Integration helps college of education
students to learn more or make their life easier, which
was shown in this codes “May malaking factor din
talaga na nagrereview ka bago sa gabi, lalong lalo na
sakin malaking tulong yung video sa youtube,
nanonood talaga ako. Malaking tulong yon kasi meron
don nagbibigay ng example, meron doon nagbibigay
na example for activities so ako hindi ko naman
ginagaya, nagkakaroon lang ako idea para mas ready
ako sa lesson ko bukas o sa susunod. Nagkaroon ako
idea, malaking help din talaga siya sakin yung social
media talaga, yung pagbbrowse sa internet.”. The
education student engagement in using ICT is
relatively high. The codes “YouTube tutorial siguro
pwede karing kumuha kung hindi pa enough talaga
yung skills mo” directly shows that ICT is very helpful
for education student. In addition, the code “unang-
una yung ano gadgets kase as of now, ang hirap
gumawa ng lesson plan kapag… uhh walang laptop.
Gaya ko wala pa kasi akong laptop and also po, kapag
magrerecord, ang hirap i-encode agad kapag wala
pang laptop, I mean... i... susulat ko pa siya sa may…
class record bago ko siya i-encode, parang mas
hassle, unlike sa mga kaklase ko, daretso encode na
sila sa... ano nila... sa class… class record nila sa
laptop unlike pag sa papel po” shows that ICT can
help education student to make anything easier. To
strengthen, technology integration nowadays has gone
through innovations and transformed our societies that
has totally changed the way people think, work and
live (Grabe, 2007). As part of this, schools and other
educational institutions which are supposed to prepare
students to live in “a knowledge society” need to
consider ICT integration in their curriculum
(Ghavifekr, Afshari & Amla Salleh, 2012). ICT can be
used in various ways where it helps both teachers and
students to learn about their respective subject areas. A
technology- based teaching and learning offers various
interesting ways which includes educational videos,
stimulation, storage of data, the usage of databases,
mind-mapping, guided discovery, brainstorming,
music, World Wide Web (www) that will make the
learning process more fulfilling and meaningful
(Finger & Trinidad, 2002).
On this note, Respondent A’s urge to motivate
themselves through this code “I think practice lang,
one step at a time. Kahit yung mga basic word lang
muna, ayun muna yung pagtuunan ng pansin... Tapos
practice lang nang practice. You need to make time for
Oblinada et al.
improvement there’s always a room for improvement”
and Respondent B “I think practice pa..practice pa..
practice makes perfect, sabi nga nila... so...ayon,
practice lang..sa mga susunod na… lalo na quarter 4
na kami ngayon. Uh... I think magbabase ako sa
uhh…uhm..strategies na..student learner. Magfofocus
ako don then…yon... ippractice ko sila sa performance
nila, sa...performance.” shows that practice makes
perfect. It is possible to learn or develop skills when
they practice enough. According to Cherry (2020),
practice accounted for 26% of the variance in games,
21% in music, and 18% in sports. But when it came to
education and professions, practice made far less of a
difference, with just 4% of the variance attributed to
practice in the domain of education and less than 1%
for professions. Willingham (2004), testified that
teachers are now expected to equip their pupils with
the disposition and skills for life-long learning. It is
vital, therefore, that teachers themselves are learners,
not only in developing their practice but also in
modeling for pupils the process of continual learning.
A study made by Junipitoyo et al. (2021) asserts that
on-the-job training has a significant effect on
creativity, goal achievement, as well as economic
benefits. The training experience will help students to
improve or develop their competencies. It will also
stimulate the development of students’ character and
also work ethics such as discipline, responsibility,
cooperation, and leadership that is needed by the
industry. The study concluded that on-the-job training
has a significant effect on students’ work readiness.
Aside from how COED students are ready for their
work, ICT integration helps them to make their life
easier, and believing that practice makes perfect, there
are also some overcome difficulties that COED
students are facing. Respondent A in her narrative
stated that “nahihirapan ako magsalita ng pure English,
diba when it comes to math subject kailangan is hindi
ka purong mag-tagalog mag explain kailangan kapag
nag-eexplain ka, uhmm... taglish or kailangan English
talaga.”, Respondent B in her narrative stated that “So
ako nahihirapan doon kasi, yung i-lelesson ko for
tomorrow is inaaral ko siya the whole night or kapag
may time or free time.” However, respondent C in her
narrative stated that “I need to… focus more or
develop more… when it comes to teaching strategies”
it shows that, in behalf of being work ready they are
facing different difficulties that they need to improve
or develop.
Self-esteem also affects the work readiness of COED
students. The verbatim such as, “I think uhmmm...
confident, walang confident magsalita in public ng
English, kasi natatakot na baka maging critique”,
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Research Article
“Siguro yung mga taong nasa paligid mo na hihlahin
ka pababa” and “Ako sakin ano talaga yung
nagpapababa ng self-esteem ko is yung CT
(coordinator teacher) ko talaga.” Moreover, the
connection of Self-esteem to Work Readiness,
according to a study by Iglesia et al. (2008)
investigated the level of self-esteem and student
teaching performance of the student teachers of
Western Mindanao State University-Main Campus and
External Studies Units. The study also aims to
determine if a high level of self-esteem makes them
perform better in practice teaching. The researchers
used Self-esteem Scale by Morris Rosenberg and
Student Teaching Survey Forms that were taken from
the internet. To test the hypothesis that self-esteem
would have a significant correlation with student
teaching performance, 70% percent of the
questionnaire was returned and was used in data
analysis. Based on the findings of this study, the
student teachers had a high level of self-esteem and
better performance in teaching. The study also
reported that there is no significant difference or
relationship between the level of self-esteem and
student teaching performance.
The COED students in terms of student’s behavior, the
verbatim such as “yung last… last Thursday. Nafeel
ko na... uncomfortable yung pagpiyok ko kasi nga
tinawanan nila ako (haha)”, “since malalapit yung age
namin hindi ganon kalalayo 23 tapos kami 23, 22 tapos
sila 18, 19 or 17, 18, uhmmm… yung sa readiness
naman, uhmm… parang ano, may mga times na akala
nila kaibigan lang, akala nila tropa lang, so
nakakaapekto sa siya minsan sa doon discussion, kasi
nga ayun joke time.” However, “hindi ako masyadong
nahirapan kasi okay yung communication ko sa mga
student ko then tinatrato nila ako as a bilang totoong
teacher hindi nila ako nakikitang bilang student
teacher lang dun palang nararamdaman ko na sabi ko
na ahh, kaya ko na kaya ko na siguro na ganon” As
stated here in the narrative of respondents to the
student’s behavior there are different behavior of
students, some of them are treating their teacher in a
right way and some of them don’t know how to treat
their teachers right. In terms of school and it’s
superior. The verbatim is “Dean namin siya yung
tumutulong samin, siya yung coordinator namin, siya
yung nakiki-coordinate sa school sa mga dapat at hindi
mga dapat naming gawin, in short siya yung pinaka
mataas samin, siya yung parang professor namin. Is
natutulungan niya kami, na-gguide niya kami,
tinuturuan niya kami sa mga dapat at hindi namin
dapat gawin and lalo na yung sa lesson plan, ayun
thankful kami kasi at least simula 1st year hanggang
3rd year tinuruan niya kami sa lesson planning”,
Oblinada et al.
“cooperate teacher ayun yung partner namin, sila yung
mga professional teacher na mga graduate na na,
uhmmm… tinutulungan kami, parang pinapahiram nila
samin yung klase nila para magturo kami, so uhmm…
wait lang ah ang ingay… So ayun, yung cooperate
teacher namin may positive and negative impact din.
Ang positive is, tinutulungan niya kami, tinuturo nila
samin yung mga need pa namin iimprove as a student
teacher.” Moreover, “Magkaron talaga ng uhmm…
plan B. if your plan A doesn’t work, kailangan mayron
kang lagging nakaready na… ibang solusyon don sa
gagawin mong bagay, kasi… hindi naman lagi na
kapag… yun talaga yung pinresent mo… is gagana or
baka may technical problems. Kailangan talagang…
merong plan B, yon.”
Moreover, in terms of environment. The verbatim such
as “sa working place talaga sa school, hindi talaga
ganon ka-comfy lalo na sa cr tapos lalong-lalo na sa
faculty namin kasi, nung una walang electric fan,
sobrang init uhmm… madami kaming kasamang ibang
teacher, mahirap mahirap na nakakaapekto siya na
imbis na sana nagawa kami ng ibang paperworks
namin, ang ending wala lalabas kami para
magpahangin, uhmm,., para makapag,,magpaypay
ganiyan and humahanap talaga ng open area” ,
“sobrang nakakaapekto.. lalo na ngayon... sobrang init
don sa school na pinag oojt-han namin, parang… even
the students, nadidistract sa init. Parang hindi na sila
ganon kafocus... kasi inaano nil ana mainit, kailangan
nila ng electricfan, minsan nga last time nung
nagpasummative ako, may nagsuntukan pa nga,
magsusuntukan dahil sa electricfan. Sobrang init, yon
parang destruction, yon lang”, “yung cr ng Tunasan
iisa lang yung cr ng teacher, and kasama na doon na cr
na yon uhmm female and male, so unisex yung cr na
yon, so iisa lang talaga. And the rest ng cr ng mga
students ay talagang madumi, na hindi mo talagang
titiisin na tumagal yung amoy”, “kumbaga alam mo
yun parang culture shock haha na parang na ganun
kami na parang hirap sa public kasi talagang kami na
yung kikilos kasi kung sa Lyceum parang ah
observation and participation kumbaga half half dun sa
ti sa operating teacher then dun sa aming student
teacher and sa public kami nalang lahat gagawa like
for example araw araw gagawa kami ng daily lesson
plan then present yung power point presentation namin
so dun palang kailngan nanamin mag laan ng effort at
kailangang tama lagay yung gagawin namin para
walang magiging problema dun sa pag lalaad namin ng
aralin sa loob ng classroom namin.” To strengthen that
work environment also affect the work readiness of
COED student, According to Peek (2021),
environmental challenges in the workplace are those
growing concerns for companies as it relates to the
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Research Article
health and safety of employees. Environmental
challenges are always seen in any workplace. Research
has shown that a poor workplace environment reduces
the productivity of employees. In order to manage
environmental challenges, it is important for an
employee to educate themselves on environmental
issues in their workplace. Consulting environmental
experts to handle health issues in their workplace can
also be a way of managing environmental challenges.
The results implies that despite of all the factors that
affects their work readiness, they will overcome
difficulties. Not only in their work readiness, there are
also some themes that contributes to their work
readiness and self-esteem, this are the work
environment and self-esteem. There are factors under
work environment, this are the students, faculty,
cooperation teacher and Dean. Self-esteem is also a
factor that contributes to their work readiness.
Conclusion
This chapter presents the conclusion drawn from the
findings. Based on the findings, the following
conclusions were drawn:
Research Question 1.The respondents have a high
level of work readiness. This implies even if they have
difficulties in their workplace, they can be considered
“work-ready” in the field of teaching. Thus, it is
evident that there are some parts of them, including the
skills, that are needed to develop or improve more.
Research Question 2. The respondents have a low
level of self-esteem in the field of teaching. This
implies that despite the high level of work readiness of
the respondents, it does not affect their self-esteem.
Research Question 3. There is no relationship between
work readiness and self-esteem. This implies that there
are other variables that can be determined by future
research that has a relationship with Work Readiness.
Research Question 4. The factors that affect Work
Readiness are relevant skills, ICT integration, practice
training experience, working environment, and self-
esteem.
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