Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background and purpose of the study, theoretical, and

conceptual framework, statement of the problem, hypothesis, scope and limitation and

definition of terms.

Background and the Purpose of the Study

Today’s profession determines yesterday’s venture. Profession is one of a limited

number of occupations or vocations involving special learning and carrying a certain

social prestige. It implies membership of a professional body, and certificate of practice.

Normally, a professional said to be an expert in his field. The main objective of the

profession is to render services to those who need them. To be called as a professional,

a person has to pursue higher studies and qualify the exam conducted by the governing

body.

The career of an individual depends largely on education, trainings and

experiences determine their pre-service education. It is in this context determined the

kind of occupation/ vocation one could be employed.

According to Schreuder & Coetzee( 2011), employability refers to an individual’s

capacity and willingness to become and remain attractive in the labour market, and the

individual’s capability to be successful in a wide range of jobs. It is about being capable

of getting, creating, and keeping fulfilling work and having the knowledge,

understanding, skills, experience and personal attributes to move self-sufficiently within

the labour market and to realize one’s potential through sustainable and fulfilling

employment experiences throughout the course of one’s life. 1

As the number of graduates increases every year, it causes an alarming situation

though the demand for employment likewise increases. Employing those graduates will

1
not be a reality. It is not just simply getting a job to earn a living, but it is also about the

capacity to function successfully in a role that she/he has chosen.

Employability is the ability of graduates to secure jobs in the labour market, being

equipped with most of the skills most envisaged by the employer and the ability to

participate and contribute to the knowledge economy by applying what they learned in

higher education and improve their social standing and the country’s economy. Being

career resilient also increases one ‘s level of employability, being able to adapt to the

changing working environment given rise to by globalization and technology and many

various factors like the political climate and the country ‘s economy. 2

Skills contribute a lot to determine the employability of a person. In the global

economy, technological advances are rapid, and countries must respond to changing

global needs for skills.

Creating enough jobs to meet the increasing numbers of highly educated young

people is a priority of governments. HEIs, on the other hand, have to ensure that they

are producing the right kind of graduates who can meet the demands of employers.

Likewise, industries have to work hand in hand with the governments and HEIs to

complement their efforts in preparing the students to be a productive and skilled

3
workforce when they graduate.

Philippine education is under different times and therefore requires different

thinking. The product of education is the students. The focus in the students would be on

benchmarking of comparing the quality of students against other students from

developing countries.

We use developed countries as the barometer because with their monopoly over

technologies, they would be the ones dictating the direction and pace of development in

the 21st century. Our students must be able to compete with the best, brightest, and

fastest around the world. 4

2
 Education is not only an institution but also a procedure taken place in society.

Education generally seen as foundation of society, which brings economic wealth and

social prosperity. That is why the government must provide the right of all citizens to

quality education for all.

As stated in Article XIV Section I of the 1987 Constitution of the Republic of the

Philippines: and to with:

“The state shall protect and provide the right of all citizens to

quality education at all levels and shall take appropriate steps to make

such education accessible at all.” 5

Education is a right not a privilege, like the right to have a proper food or a roof

over your head. It opens doors and expands opportunities and freedoms. It is the

primary vehicle, which marginalized children to lift them out of poverty and ignorance,

and participate fully in communities and society to foster peace, democracy and

economic growth.

It is also a public value where we can measure its true worth to society, when

educated individuals perform their various tasks as citizens. Many people want to be

educated and go to universities and their major goal is to be employ in their chosen field

of specialization.

It is the obligation of the teachers to mold his/her students. Teachers are nation

builders- the strength of every profession in our country grows out of knowledge and

skills that teacher helps to instil in our children. Teachers have the capacity to shape the

minds and futures of many and they do so at all kinds of critical life stages. “Ample

qualitative research shows that a single teacher can shape course of a young person’s

future, for better or for worse”. 6

The paramount roles of the university are a commitment to the pursuit of

knowledge in a spirit of perceptive intellectual inquiry and that of nurturing desirable

3
values to promote a civilized society characterized by people of a sharpened intellect

and inquisitive mind. The university also performs the functions of preserving, exploring

and transmitting a body of knowledge and societal values to succeeding generations. 7

The university was now trying to provide higher education with the help of other

institutions to improve educating new generations, since educations today was different

from before.

According to Joel Spring (2018, p. 200), the emphasis is on the teachers as a key

element in educating workers for the global economy. Protecting the role in global

economy continues the messianic vision of teachers as the savior of the society.8

Graduation from college is a milestone celebrated with feasts that costs

thousands of pesos. It is a turning point for many families whose only dream is to see

their children graduate and find a job to fill their needs. For graduates, a college diploma

is a stepping-stone to a job that will challenge them for what they already know in their

course applied.

Graduates perceived as potential key player in the drive towards enhancing

value-added and services in economy demanding stronger skill-sets and advanced

technical knowledge. Yet the position of graduates in the economy remains contested

and open to a range of competing interpretations.

One of the in-demand courses in the Philippines is the Teaching profession.

Perhaps this profession has a vital role to everyone. The government agency that is

responsible on this is the Commission on Higher Education (CHED). The Commission

on Higher Education created with vision to become the key leader of the Philippines

higher education system to work effectively in partnership with the major higher

education stakeholders in building the country’s human capital and innovation capacity

toward the development of the Filipino Nation.

4
 One serious problem today is the phenomenon of college graduates not being

able to find jobs that fitted to their chosen fields. Unemployment and underemployment

among graduates are widespread all over the world because of many reasons.

According to the study (M. Tomlimson 2011), there have been some concerted

attacks from industry concerning mismatches in the skills possessed by graduates and

those demanded by employers. Universities have typically charged with failing to instil in

graduates the appropriate skills and dispositions that enable them to add value to the

labour market. The problem has been largely attributable to universities focusing too

rigidly on the academically orientated provision and pedagogy, and not enough on

applied learning and functional skills. 9

Moreover, in the study (Will Bartlett et al., 2016), many graduates have a

precarious entry to the labour market and often experience periods of unemployment

before they find stable employment. They emphasize skill mismatch has two

dimensions. The first is horizontal mismatch, which refers to a situation in which the

employee has a qualification in a field of study that is not required by the held. The

second is vertical skill mismatch, which refers to a situation in which an employee has

qualification either above or below the skill level necessary to carry out a job. The

findings of this research project cast a worrying perspective on the ability of higher

education systems to deliver the qualified personnel that needed to support future

economic growth.10

The Philippines is now trying to cope the global demands with internationalization

in education: curricular offering is realigned for outcomes-based education (OBE);

retraining teachers to teach the 21 st century skills for generation Y and Z learners; the

millennial who are born to be digital natives finding better authentic assessment
11
strategies and redirecting focus with the use of technology.

5
 Philippines is the only country in Asia and one of the three countries in the world

left with 10 years of basic education. But now, in the Philippines settings, Outcome

Based Education (OBE) was now adapted for our 21st century learners not only to be

locally and globally competitive but also to work for transformative education.

A.K. Pandey (2011) defined modern education as education relevant to

contemporary social needs. However, now in our society, modern education meant for

modern people. Moreover, our new generations form our modern populace. The speed

at which the existing scenario is heading towards a new and newer progress, made in

the sphere of technology, has also accelerated the process of education and
12
transformed the methodologies used.

For generations we have been trying to make the world a better place for living

by disseminating the required knowledge in the form of schooling. Therefore, in most of

the societies, formal schooling has become an important and legitimate institution for

transmitting knowledge and culture from one generation to the other. Further, education

in the form of schooling is viewed as an instrument for the development of human traits

that contribute to economic progress, political stability, social solidarity and the creation

of new knowledge.13

Moreover, as cited on Article XIV, Section 2 of the 1987 Philippine Constitution

states that:

“The state shall establish, maintain and support a complete

adequate and integrated system of education relevant to the needs of the

people of the society.” 14

More so, the performance of teachers as they take the Licensure Examination for

Teachers (LET), is one of the measurements of quality education among teacher

education institutions in the Philippines. LET performance is a determinant of teachers’

competent and safe job performance. Usually, teachers are regarded job ready after

6
passing the LET since the effectiveness and efficiency are both the focus of

examination. 15

May 23, 2018 The Professional Regulation Commission (PRC) and the Board for

Professional Teachers (BPT) announced the result of the performance of LET takers.

13,774 Elementary teachers out of 58, 323 examinees (23.62%) successfully passed the

Licensure Examination for Teachers. It further announced that among 13,774

Elementary teacher passers, 4,360 are first timers and 9,414 are repeaters. 16

Today, future teachers must clear a series of track race to maintain a teaching

certificate and one of which is to pass the licensure examinations for teacher. This is one

among the requirements to be hired and employed in the public schools.

Beginning teachers enter classrooms today with high expectations for

themselves and for their students. Yet, we know that the first year of teaching is a

sobering experience for newest teachers, and that, over the course of one year,

teachers experience a decreased strength of belief in their own efficacy and in the

learning potential of their students. 17

Many studies focused on identifying sources of teachers’ job satisfaction and

dissatisfaction. Researchers found that factors such as salary, student-teacher

relationships, work pressure, cultural difference among people, distance from

community, and administrative support strongly related to the degree of teachers’ job

satisfaction. These factors play a significant role in influencing teacher performance as

well as the quality of teaching. Thus, it is important to examine how these factors are

associated with increasing or decreasing the levels of teachers’ job satisfaction in

schools. 18

Tracers study is an approach which widely being used in most organization

especially in the educational institutions to track and to keep record of their students

once they have graduated from the institution. It is the follow-up of graduates of higher

7
education or institutes. Its Aim is to evaluate ones progress up to the time he or she gets

a job. This study assesses the availability and quality of graduates. It is developing to

answer the change in industry and corporate world by integrating the higher education

institutions with labour market. There seen as a management tool for planning and

monitoring of training programs. A simple tool designed to measure the relevance of

vocational training. They provide information for grammatical changes and review of
19
training curricula. It also helps to monitor the delivery of training.

The researchers would like to conduct their study because they observe that

many education graduates dealt with a job that was out of their line. This study was

conducted because of the curiosity of the researchers to find out how and why the other

related study on employability say that many factors affect the employability of many

graduates of different fields.

Therefore, the main objective of this study was to trace the graduates not only to

find out their whereabouts but also to get the information on activity status to make sure

that the knowledge and skills of individual learned during the training are in use. This can

verify by their post training information. The gathered information from the tracer study is

not only applicable to identify the employment status of graduates but also analyses or

update the demand of labour market.

8
Theoretical Framework

The study are based on “Theory of Employability” by Yorke and Knight which

states that employability is seen to be influenced, among other things by students’ self-
20
efficacy beliefs, students’ self-theories and personal qualities.

This theory explains that it is important to identify the significance of self-efficacy

in influencing career intention since the level of self-belief, which individuals have in their

ability to be successful in the quest of a particular career is likely to control which is

chosen.

The aforementioned theory is connected to the present study since it deals on

employability of BEED graduates of URS Pililla, Year 2015-2018, which is a best tool

and gauge to determine the status of the students after graduation. Through tracer

study, an institution will be able to evaluate the quality of education given to their

graduates by knowing the graduate’s placements and positions in the society, which

later can be, used a benchmark in producing more qualified and competitive graduates.

9
Conceptualized Framework

Input Process Output

Profile of the
Respondent Evaluation Determined
s in terms of:
Sex Through Employment
Age
Civil Status Questionnaire Status of Bachelor
School/Company
Year Graduated Checklist of Elementary
Teaching Eligibility
Interview, Education major in
Employment Status
of the Graduates Tabulation, Content Course
with regards to:
Nature of Analysis, (BEED)
Employment
Job Level Position And Graduates in
Present
employment status Interpretation University of Rizal

With the Aid of System Pililla from

the Applied year 2015 – 2018.

Statistical

Tools
FEEDBACK

Figure 1
A Conceptual Model of the Tracer Study of College of Eductation Bachelor of
Elementary Education Major in Content Courses in University of Rizal System
from 2015 - 2018

The conceptual model based on the systems approach by Coombs, which

represent the three frames.

The first frame contains the input of the respondents, nature of employment, job

level position and status of employment.

10
 While the second frame, is the process, which contains the evaluation,

interpretation, and analysis with the aid of applied statistical tools.

The third frame refers to the output, which determined the Employability of

Graduates of Bachelor of Elementary Education (BEEd) Major in Content Courses of

University of Rizal System - Pililla from year 2015 – 2018.

The arrow presents the feedback.

Statement of the problem

The study aimed to determine the Employment status of Graduates of Bachelor

of Elementary Education (BEEd) Major in Content Courses in University of Rizal

System-Pililla from year 2015 – 2018.

Specifically, it sought to answer the following questions:

1. What is the profile of the graduates of Bachelor of Elementary Education

(BEEd) major in Content Courses of University of Rizal System-Pililla from

year 2015-2018 in terms of sex, age, civil status, school/company, year

graduated and teaching eligibility?

2. What is the employment status of graduates of Bachelor of Elementary

Education (BEEd) Major in Content Courses of University of Rizal System-

Pililla from year 2015-2018 in terms of nature of employment, job level

position, and present employment status?

3. Is there significant relationship between the employment status of Bachelor of

Elementary Education (BEEd) major in Content Courses graduate of

University of Rizal System-Pililla from year 2015-2018 in terms of sex, age,

civil status, year graduated, and teaching eligibility.

11
Scopes and its Limitations

This tracer extends to the graduates of Bachelor of Elementary Education

(BEEd) Major in Content courses who studied and finished their course from SY: 2015-

2018 at the University of Rizal System - Pililla, campus.

It covered sixty-one (61) or 100% total numbers of graduates of Bachelor of

Elementary Education (BEEd) Major in Content Course of University of Rizal System

Pililla. This study was also limited to the profile of all graduates of Bachelor of

Elementary Education (BEEd) Major in Content Courses from year 2015 -2018 in terms

of sex, age, civil status, school/company, year graduated and teaching eligibility. To the

employment status of graduates of Bachelor of Elementary Education (BEEd) Major in

Content Courses of University of Rizal System-Pililla from year 2015-2018 with respect

to, nature of employment, job level position, and present employment status. To the

significant relationship between the employment status of Bachelor of Elementary

Education major in Content Courses (BEED) graduate of University of Rizal System-

Pililla from year 2015-2018 in terms of sex, age, civil status, year graduated, and

teaching eligibility.

Hypothesis

This study tested the null hypothesis that the employment status of Bachelor of

Elementary Education major in content courses graduates in University of Rizal System-

Pililla, batches 2015-2018 has no significant relationship in terms of sex, age, civil

status, year graduated and teaching eligibility.

12
Definition of Terms

To have an accurate understanding of this study, the following terms used were

defined conceptually.

Competencies. Conceptually, the quality of adequately or well qualified physically and

intellectually. 21

Elites. Conceptually, the choice or most carefully selected part of a group, as of a

society of profession. 22

Employability. Conceptually, the act of physically and mentally fit hired for works. 23

Employment. Conceptually, the act of employing or the state of employed. 24

Employment Rate. Conceptually, Employment rates defined as a measure of the extent
to which available labour resources (people available to work) used. They calculated as
the ratio of the employed to the working age population. Employment rates are sensitive
to the economic cycle, but in the longer term, they are 25

Employment Status. Conceptually, is the status of a worker in a company the basis of

the contract or duration of work done. 26

Field of Specialization. Conceptually, the special line of work you have adopted as
your career. 27

Globalization. Conceptually, is a simplified term of describing the spread and

connectivity of economic and cultural life all over the world. By its very nature,
globalization encompasses a multitude of disciplines, communities, and cultures. 28

Inter-nationalization. Conceptually, the action of becoming or making something

become international 29

Knowledge. Conceptually, information or understanding acquired through experience.

Information acquired through study. 30

LET. Conceptually, In the Philippines, the Licensure Examination for Teachers (LET),
measures the extent of the knowledge acquired by teacher education graduates. T. 31

Nature of Employment. Conceptually, simply means the conditions of the employment.

Job responsibilities; Compensation package; Classification of employment; a. full time /
part time b. salaried / hourly c. pay rate d. classification. 32

OBE. Conceptually, stands for outcomes-based education. It education that is anchored

and focused on outcomes. It is student-centered approach to education focuses on the
intended learning outcomes resulting from instruction (Nicholson, 2011). 33

PRC. Conceptually, the Professional Regulation Commission, (Filipino: Komisyon sa

Regulasyon ng mga Propesyon) otherwise known as the PRC, is a three-man
commission attached to Department of Labour and Employment (DOLE). 34

13
Tracer Study. Conceptually, a tracer study or graduate survey is a survey (in written or
oral form) of graduates from education institutions, which takes place sometime after
graduation or the end of the training. 35

Unemployed. Conceptually, not having a job that provides money: not having a job that
provides money. 36

14
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Bartlett, Will et. al, From University to Employment: High Education provision and
Labour Market needs in the Western Balkans Synthesis Report.
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market-balkans_en.pdf
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Cambridge Dictionary https://dictionary.cambridge.org/us/dictionary/english/unemployed
4
Clemente, Alejandro W. (1996), Philippine Education in the 21st century.
5
Corpuz, Breanda B. Ph.D. and Salandanan, Gloria G. Ph.D. (2015), Principles of
Teaching 2
6
Corpuz, Ronald M. Et. Al (2012), Philippine history and Constitution.
7
De Leon, Hector S. (2005), Textbook on Philippine Constitution.
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Dr. Babu, B. Ramesh (2011), Education and Ideology of Gandhi and Ivan Illich, First
Edition.
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European Quality Assurance in Vocational Education and Training.
https://www.eqavet.eu/eu-quality-assurance/glossary/tracer-study
10
Filomena Et. Al. (2012), Special Topics in Education Volume 3.
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http://unesdoc.unesco.org/images/0007/000774/077482eo.pdf
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https://answers.yahoo.com/question/index?qid=20071113203001AAIyWYm
13
https://definitions.uslegal.com/e/employment-status/
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Januard D. Et. Al (2017), Examining the Factors of Licensure Examination for
Teachers Performance for Program Strategy Enhancement Isabela State University-
San Mariano Campus, Philippines Asia Pacific Journal of Multidisciplinary Research,
Vol. 5, No. 4, November 2017 m.
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Johnn Jaca, Related Literature about tracer study.
https://www.academia.edu/7485316/Related_Literature_about_tracer_study_Definition
_Importance_Advantages_Disadvantages_Methods_Gathering_Procedure_Findings
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Macrothink Institute - International Journal of Education, ISSN 1948-5476, 2016, Vol. 8,
No. 49
17
OECD (2019), The Future of Work.
18
Oxford Dictionary of English App

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19
Paad, Kelebogile (2014), “PERCEPTIONS ON EMPLOYABILITY SKILLS
NECESSARY TO ENHANCE HUMAN RESOURCE MANAGEMENT GRADUATES
PROSPECTS OF SECURING A RELEVANT PLACE IN THE LABOUR MARKET”,
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Pandey, A.K. (2011), Modern Education for New Generation.
21
Rappler (Published 1:41 PM, May 23, 2018) RESULTS: March 2018 Licensure Exam
for Teachers. https://www.rappler.com/bulletin board/203176-prc-results-licensure-
exam-teachers-elementary-secondary
22
Rojas, Teresita T. Ph.D. and Rojas, Rey C. Ph.D. (2016), College of education Tracer
Study (GTS) Boon or Bane?
https://eujournal.org/index.php/esj/article/download/7568/7295
23
Roxas, Chona C. M.A. (2009), Stress among Public Elementary School Teachers, Vol.
01 No.4
http://www.eisrjc.com/documents/Stress_Among_Public_Elementary_Teachers_13256
67579.pdf
24
S. Song, M. Mustafa (2015), “Factors Impacting on Teachers’ Job Satisfaction related
to Science Teaching: A Mixed Methods Study”, Science Education International Vol.
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26
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28
Sun Star Baguio (2017), Indispensable in teaching.
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32
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16
 Chapter 2

METHODOLOGY OF RESEARCH AND SOURCES OF DATA

This chapter presents the research design, setting of the study, subject of the

study, sources of data, procedure of the study, and statistical treatment.

Research Design

In this study, the researchers used the descriptive method of research utilizing

questionnaire checklist as the major instrument in gathering data to determine the

employment status of Graduates of Bachelor of Elementary Education Major in Content

Courses (BEED) of University of Rizal System – Pililla from year 2015 - 2018

According to Calderon (2008), as cited by Alberto et al (2011), descriptive

method is also known as statistical research, it describes data and characteristics about

the population or phenomenon studied. This research method used for frequencies,

averages and other statistical calculations. Often the best approach prior to writing

descriptive research, is conducting a survey investigation. This method used to gather

information in order to test hypothesis or to answer questions concerning the status of

the subject of the study. 1

In this study, the researches employed this method because it is applicable in

describing quantitative approach of the study. The major concern in assessing the

employment status of the graduates by focusing on gathering, analyzing, classifying, and

tabulating data and its relationship that exists among the different variables and data

collected.

Setting of the Study

This study conducted at the University of Rizal System- Pililla. The researchers

decided to conduct their study to find out the Employment status of Graduates of

17
Bachelor of Elementary Education Major in Content Courses (BEED) of University of

Rizal System - Pililla from year 2015 – 2018

The University of Rizal System - Pililla (URS - Pililla) a public educational

institution located in Pililla, Rizal (Calabarzon). The institution was part of the four (4)

extension campuses of the Rizal State College before it became a satellite campus

under the University of Rizal System.

The Pililla campus provides undergraduate to post-graduate degree programs in

the fields of Business, Education, and Social Sciences. Diploma program in Computer

Secretarial is also readily available in this campus, as well as various short courses

relating to Humanities and Social Sciences. Officially accredited and/or recognized by

the Commission on Higher Education, Philippines, University of Rizal System (URS) is a

very large coeducational higher education institution.

Moreover, the performance of teachers as they take the Licensure Examination

for Teachers (LET) proves the high quality of education achieved. In Region IV-A

CALABARZON, URSP Ranked 92 out of 163 schools. In the whole country, it

Ranked 660 out of 1224 schools.

18
 Map of Pililla

Figure 2
University of Rizal System - Pililla Campus
Location Map
Subject of the Study

The subjects of the study were the sixty-one (61) BEEd graduates or 100% of the

respondents. The graduates of Bachelor of Elementary Education major in Content

19
Courses from year 2015-2018 were the respondents of the study because the

researchers want to know the employment status of graduates of Bachelor of

Elementary Education Major in Content Course (BEED) of the University of Rizal System

– Pililla from year 2015 – 2018. The table shows the number of Graduates from four

different school years:

Table 1
Distribution of Respondents Graduates of Bachelor of Elementary Education Major in
Content Courses of University of Rizal System Pililla
School year No. of Graduates
2014 – 2015 13
2015 – 2016 11
2016 – 2017 11
2017- 2018 26
Total 61

Sources of Data

To assess the employment status of graduates of Bachelor of Elementary

Education (BEEd) Major in Content Courses of University of Rizal System – Pililla

batches 2015 – 2018. The researchers used questionnaire – checklist adopted to

Belarmino, Jonathan A., Master Thesis as the main tool in gathering the needed data.

The questionnaire – checklist consist of 9 specific questions and divided into

three parts: Part I focuses on the general information of the respondents including the

sex, age, civil status, school/company, year graduated and teaching eligibility. Part II

was all about the licensure examination they have taken. Part III focuses on the

employment status of the respondents including the nature of their employment, and

their current job position and present employment status.

Procedure of the Study

The researchers conceptualized a research problem and proposed their title “A

Tracer Study of the Bachelor of Elementary Education Major in Content Courses

Graduates from College of Education of University of Rizal System-Pililla Graduates

Batches 2015-2018” which was approved by the research professor.

20
 The steps followed in conducting the study by the researchers discussed herein.

At first the researchers came up to prepare a letter of request from the school registrar

asked permission to have a list of Graduates of Bachelor of Elementary Education Major

in Content Courses (BEED) of University of Rizal System – Pililla from year 2015 –

2018. While doing this, the researchers worked on Chapters 1 and 2 of this thesis

contents.

The researchers’ gathered also some possible materials, references that helped

them in making the study, they also approached different people who can give them

information about the study, and they went to the library to read some thesis made by

other researchers and used it as their guide in making the study. They gathered

information for the completion of chapters 1 and 2, then ready for the colloquium.

The researchers prepared the adapted questionnaire-checklist for the

respondents. The questionnaire-checklist distributed to the Bachelor of Elementary

Education major in Content Courses graduates of University of Rizal System from year

2015-2018. After gathering data, the researchers tallied, summarized, and interpreted for

clearly formulation of conclusions and recommendations of the study and then set for

final defense.

Statistical Treatment

The following formula used for the statistical purposes in answering all the

problems stated in this study.

Problem No. 1: To determine the profile of the respondents in terms of sex, age,

civil status, school/company, year graduated and teaching eligibility frequency,

percentage, and rank distribution were used.

Problem No. 2: To determine the employment status of the respondents, which

regards to nature of employment, current job level position and present employment

status, frequency, percentage and distribution rank were applied.

21
 Problem No. 3: To determine the significant relationship between the

Employment Status of the Bachelor of Elementary Education (BEED) Major in Content

Courses Graduates from year 2015-2018 in terms of sex, age, civil status, year

graduated, and teaching eligibility, Chi- square was used.

22
Notes
1
http://urspr.tripod.com/About_URSP.htm
2
https://www.coursehero.com/file/13051386/CHAPTER-III/
3
The Chi Square Statistic. http://math.hws.edu/javamath/ryan/ChiSquare.html

23
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data.

Problem 1. Profile of Graduates of Bachelor of Elementary Education major in

Content Courses (BEED) in University of Rizal System-Pililla from year 2015-2016 in

terms of sex, age, civil status, school/company, year graduated and teaching eligibility

Table 2
Profile of the Respondents in Terms of Sex
Sex f %
Male 10 16.39
Female 51 83.61
Total 61 100.00

Table 2 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla from year 2015-2018 in terms of sex.

This table indicated that out of 61 respondents’ females ranked first, with a

frequency of 51 or 83.61 percent while male ranked second with a frequency of 10 or

16.39 percent.

This implies that the number of female Elementary Education graduates

outnumber male. The result aligned in men and women in the Philippines Statistical

Handbook (2016) that women workers were mostly engaged in self-producing activities

of household, education, as well as human health and social work activities.

Table 3
Profile of the Respondents in Terms of Age
Age f %
25 yrs. Below 45 73.77
26 yrs. Above 16 26.23
Total 61 100.00

Table 3 present the profile of the graduates of Bachelor of Elementary Education

of University of Rizal System-Pililla from year 2015-2018 in terms of age.

24
 This table indicated that out of 61 respondents 25 years below ranked first, with a

frequency of 45 or 73.77 percent while 26 years old above ranked second with a

frequency of 16 or 26.23 percent.

The findings implied that majority of the respondents are 25 years old below in

terms of age. Their efficacy in their fields of gives excellent performance in their work

place. The finding supported by the study of Martha Ross (2016) according to her, young

adults are typically having the highest employment rates and lowest unemployment rates

among all ages.

Table 4
Respondents in terms of Civil Status
Civil Status F % R

Single 43 70.49 1
Married 17 27.87 2
Widower 1 1.64 3
Total 61 100.00

Table 4 present the profile of the graduates of Bachelor of Elementary Education

of University of Rizal System-Pililla from year 2015-2018 in terms of civil status.

This table indicated that out of 61 respondents, single ranked first with a

frequency of 43 or 70.49 percent, married ranked second, with a frequency of 17 or

27.87 percent and widower ranked third, with a frequency of 1 or 1.64 percent.

The findings supported the study of Rahul Raj (2017) that some teachers

possibly remain single because they may be experiencing pressure in balancing their

career and personal life.

Table 5
Respondents in terms of School/Company
School/Company F % R
Public Schools 15 24.59 2

25
 Private Schools 26 42.62 1
Others 11 18.03 3
Self-Employed 1 1.64 5
Unemployed 8 13.12 4
Total 61 100.00

Table 5 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla from year 2015-2018 in terms of

school/company they are presently employed.

This table implied that out of 61 respondents’ private school ranked first, with a

frequency of 26 or 42.62 percent, public school ranked second, with a frequency of 15 or

24.59 percent, others ranked third, with a frequency of 11 or 18.03 percent, unemployed

ranked fourth with a frequency of 8 or 13.12 percent and self employed ranked fifth with

a frequency of 1 or 1.64 percent.

The findings supported the DepEd Ranking Guidelines and Point System that

newly hired teacher must have teaching experience to earn not more than 12 points.

Therefore, newly graduates employed in different private schools around Rizal.

26
 Table 6
Respondents in terms of Year Graduated
Year Graduated F % R
2015 13 21.31 2
2016 11 18.03 3.5
2017 11 18.03 3.5
2018 26 42.63 1
Total 61 100.00

Table 6 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla from year 2015-2018 in terms of year

graduated.

This table revealed that out of 61 respondent’s batch 2018-ranked first, with a

frequency of 26 or 42.63 percent, batch 2015 ranked second, with a frequency of 13 or

21.31 percent and batch 2016 and 2017 ranked third, with a frequency of 11 or 18.03

percent.

The findings implied that the greatest percentage of respondents was from year

2017-2018 and supported the study of Roxas, Chona (2009), that he rate of education

students increasingly every year in the Philippines.

Table 7
Respondents in terms of Teaching Eligibility
Teaching Eligibility f %
Passer 32 52.46
Non-passer 29 47.54
Total 61 100.00

Table 7 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla from year 2015-2018 in terms of teaching

eligibility.

This table indicated that out of 61 respondents, passer ranked first, with a

frequency of 32 or 52.46 percent, and non-passer ranked second, with a frequency of 29

or 47.54 percent.

27
 The findings implied that majority of the respondents from old graduates are

passer and most of the non-passers are newly graduates and still waiting the result of

the Licensure Examination for Teachers results. This finding is also supported by the

study of Pascua (2011) on the context of teaching employment in the Philippines has to

be considered as well in the concept of employability. The basic entry requirement in the

public institutions is that graduates should be a passer, whereas in private schools, such

is encouraged but not necessarily required.

Problem 2. Employment status of graduates of Bachelor of Elementary

Education major in Content Course Graduates of University of Rizal System-Pililla from

year 2015-2018 with respect to nature of employment, current job level position and

present employment status.

Table 8
Distribution of the Nature of Employment of Bachelor of Elementary Education
Major in Content Courses Graduates in University of
Rizal System Pililla Batches 2015-2018
Nature of R
F %
Employment
Employed 41 67.21 1
Under Employed 11 18.03 2
Self-employed 1 1.64 4
Unemployed 8 13.12 3
Total 61 100.00

28
 Table 8 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla from year 2015-2018 in terms of nature of

employment.

This table indicated that out of 61 respondents, employed ranked first, with a

frequency of 41 or 67.21 percent, underemployed ranked second, with a frequency of 11

or 18.03 percent, unemployed ranked third with a frequency of 8 or 13.12 percent and

self-employed rank fourth with a frequency of 1 or 1.64 percent.

The findings supported the study of M.Tomlinson (2011) that there have been

some concerted attacks from industry concerning mismatches in the skills processed by

graduates and those demanded by employers.

Table 9
Distribution of Job Level Position of Bachelor of Elementary Education Major in
Content Courses Graduates in University of Rizal System
Pililla Batches 2015-2018
Job Level Position F % R
Professional 41 67.21 1
Manual 1 1.64 5.5
Supervisory 3 4.92 4
Others 7 11.48 3
Self-Employed 1 1.64 5.5
Unemployed 8 13.11 2
Total 61 100.00

Table 9 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla from year 2015-2018 in terms of current

job level position.

This table indicated that out of 61 respondents, professional ranked first, with a

frequency of 41 or 67.21 percent, unemployed ranked second, with a frequency of 8 or

13.11 percent, others ranked third with a frequency of 7 or 11.48 percent, supervisory

rank fourth with a frequency of 3 or 4.92 percent, and manual and self-employed tied on

ranked fifth with a frequency of 1 or 1.64 percent.

29
 The result supported the study of Dr. Pantukar, P.S. (2013) that the quality of

teacher produced in any institution invariably depends on the curriculum offered to them

during their training period.

Table 10
Distribution of Present Employment Status of Bachelor of Elementary Education
Major in Content Courses Graduates in University of
Rizal System Pililla Batches 2015-2018
Present Employment R
f %
Status
Regular/Permanent 26 46.62 1
Casual 4 6.56 4
Contractual 20 32.79 2
Temporary 2 3.28 5
Self Employed 1 1.64 6
Unemployed 8 13.11 3
Total 61 100.00

Table 10 presents the profile of the graduates of Bachelor of Elementary

Education of University of Rizal System-Pililla Batch 2015-2018 in terms of present

employment status.

This table revealed that out of 61 respondents’ regular/permanent ranked first,

with a frequency of 26 or 42.62 percent, contractual ranked second, with a frequency of

20 or 32.79 percent, unemployed ranked third with a frequency of 48 or 13.11 percent,

casual ranked fourth with a frequency of 4 or 6.56 percent, temporary ranked fifth with a

frequency of 2 or 3.28 percent and self-employed ranked sixth with a frequency of 1 or

1.64 percent.

The findings implied that education graduates are in regular employment status

that supported on Bremer, Marcela (2018) in her book, that teachers are under the

“process culture” wherein feedback is slow and risk are low.

30
 Problem 3. Significant relationship between the employment status of Bachelor

of Elementary Education major in Content Courses of University of Rizal System-Pililla

from year 2015-2018 in terms of sex, age, civil status, teaching eligibility and year

graduated.

Table 11
Computed Chi-Square on the relationship of the employment status of Bachelor of
Elementary Education major in Content Courses in
University of Rizal System- Pililla Batches 2015-2018
in terms of sex, age, civil status, year graduated
and teaching eligibility.
Variables X2 computed X2 tabular Df Ho VI
Sex 3.35 7.815 3 FR NS
Age 0.95 7.815 3 FR NS
Civil Status 1.87 12.5916 6 FR NS
Year Graduated 9.37 16.9190 9 FR NS
Teaching Eligibility 11.21 7.815 3 R S

Table 11 presents the computed chi-square on the relationship of employment

status of Bachelor of Elementary Education major in Content Courses batch 2015-2018

in terms of sex, age, civil status, year graduated and teaching eligibility.

The above table indicated that there was no significant relationship on the less

than the critical value of 7.815 at .05 level with degrees of freedom 3. Therefore, null

hypothesis failed to reject.

In terms of age, there was no significant relationship on the employment status of

the respondents since the computed value of 0.95 was less than the critical value of

7.815 at .05 level with degrees of freedom 3. Therefore, null hypothesis failed to reject.

In terms of civil status, there was no significant relationship on the employment

status of the respondents since the computed value of 1.87 was less than 12.5916 at

level of .05 with degrees of freedom 6. Therefore, null hypothesis failed to reject.

In terms of year graduated, there was no significant relationship on the

employment status of the respondents since the computed value of 9.37 was less than

31
16.9190 at level of .05 with degrees of freedom 9. Therefore, there null hypothesis failed

to reject.

In terms of teaching eligibility, there is a significant relationship on the

employment status of the respondents since the computed value of 11.2085 was greater

than 7.815 at level of .05 with degrees of freedom 3. Therefore, null hypothesis rejected.

32
 CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusion and

recommendations.

Findings

Based on the investigation, the study shows the following findings.

1. In terms of sex, female respondents rank first with the frequency of fifty-one (51)

or 83.61 percent, while male rank in second with a frequency of ten (10) or 16.69

percent.

2. In terms of age, out of sixty-one (61) respondents 25 years and below rank in

first, with a frequency of forty-five (45) or 73.77 percent while 26 years old above

ranked second with a frequency of 16 or 26.23 percent.

3. In terms of Civil Status, out of sixty-one (61) respondents’ single rank first, with a

frequency of forty-three (43) or 70.49 percent. Married rank in second, with a

frequency of seventeen (17) or 27.87 percent, and widower rank in third, with a

frequency of one (1) or 1.64 percent.

4. In terms of school/company, out of sixty-one (61) respondents’ private school

ranked first, with a frequency of twenty-six (26) or 42.62 percent, public school

ranked second, with a frequency of fifteen (15) or 24.59 percent, others ranked

third, with a frequency of eleven (11) or 18.03 percent, unemployed ranked fourth

with a frequency of eight (8) or 13.12 percent and self-employed ranked fifth with

a frequency of one (1) or 1.64 percent.

5. In terms of year graduated, thirteen (13) respondents were graduated on the year

2014-2015, eleven (11) respondents were graduated on the year 2015-2016,

eleven (11) respondents were graduated on the year 2016-2017 and twenty-six

(26) respondents were graduated on the year 2017-2018.

33
6. In terms of teaching eligibility, out of sixty-one (61) respondents’ passer ranked

first, with a frequency of thirty-two (32) or 52.46 percent, and non-passer ranked

second, with a frequency of twenty-nine (29) or 47.54 percent.

7. In terms of nature of employment of Bachelor of Elementary Education major in

Content Courses in University of Rizal System-Pililla Batches 2015-2018, out of

sixty-one (61) respondents’ employed rank first with a frequency of forty-one

(41) or 67.21 percent. Underemployed respondents rank in second with a

frequency of eleven (11) or 18.03 percent. Unemployed rank in third with a

frequency of eight (8) or 13.12 percent and self-employed rank in fourth with a

frequency of 1 or 1.64 percent.

8. In terms of Current Job Level Position of Bachelor of Elementary Education

major in Content Courses in University of Rizal System-Pililla from Batches 2015-

2018, out of sixty-one (61) respondents’ professional rank in first with a

frequency of forty-one (41) or 67.21 percent, unemployed ranked second

frequency of eight (8) or 13.11 percent, others ranked third with a frequency of

seven (7) or 11.48 percent , supervisory rank fourth with a frequency of three (3)

or 4.92 percent, and manual and self-employed tied on ranked fifth with a

frequency of one (1) or 1.64 percent.

9. In terms of Employment Status of out of sixty-one (61) respondents’

regular/permanent ranked first, with a frequency of twenty-six (26) or 42.62

percent, contractual ranked second, with a frequency of twenty (20) or 32.79

percent, unemployed ranked third with a frequency of forty-eight 48 or 13.11

percent, casual ranked fourth with a frequency of four (4) or 6.56 percent,

temporary rank fifth with a frequency of two (2) or 3.28 percent, and self-

employed ranked sixth with a frequency one (1) or 1.64 percent.

34
 10. Bachelor of Elementary Education major in Content Courses in University of

Rizal System-Pililla Batches 2015-2018, twenty six (26) respondents were

regular/permanent, four (4) respondents were casual, twenty (20) respondents

were contractual, two (2) respondents were temporary.

11. There were no significant relationships between the employment status of the

Bachelor of Elementary Education major in Content Courses in University of

Rizal System-Pililla Batches 2015-2018 in terms of sex, age, civil status,

school/company, year graduated and teaching eligibility.

12. There was significant relationship between the employment statuses of Bachelor

of Elementary Education major in Content Courses in University of Rizal System-

Pililla Batches 2015-2018 in terms of teaching eligibility.

Conclusions

1. The graduates of Bachelor of Elementary Education major in Content Courses in

University of Rizal System-Pililla from Batch 2015-2018 are dominantly female.

Most of them were young adults. Majority of the respondents were still single and

most of the graduates have passed the Licensure Examination for teachers

(LET). They were employed and working in the technical/professional position

and dominant of the graduates were on their permanent/regular status.

2. The result of the study revealed that there were no significant relationships

between Employment Status of the Bachelor of Elementary Education major in

Content Courses in University of Rizal System-Pililla from Batch 2015-2018 in

terms of sex, age, civil status and year graduated.

3. The result of the study revealed that there was significant relationship between

Employment statuses of the Bachelor of Elementary Education major in Content

Courses in University of Rizal System- Pililla fom 2015-2018 in terms teaching

eligibility.

35
 Recommendations

1. The teacher education institution like University of Rizal System-Pililla should

encourage more male education students to their respective course offerings

special Bachelor of Elementary Education major in Content Courses and should

apply in a certain teaching position in order to practice their own profession.

2. The Graduates of Bachelor of Elementary Education major in Content Courses

graduates should take the Licensure Examination for Teachers (LET) as soon as

they graduated for them to qualify in public schools and compliment their

expertise.

3. A similar study should be continuously conducted to assess the employment

of Bachelor of Elementary Education major in Content Courses in University of

Rizal System-Pililla.

4. The next researchers on similar study should modify the questionnaire that

depends on the variables they seek to answer.

36
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39
 APPENDIX A
Gantt chart

September

November

December

February
October

January
August

March

June
April
July

July
May
Activities

1. Submission of 3
Thesis Title
2. Requesting List of
BEED Graduates to the
Campus Registrar
3. Formulation of the
research problems
4. Pre-survey of
Literature
5. Development of
Research Methodology
5. Final draft of Chapter
1&2
6. Colloquium
7. Revision of Chapter
1&2
8. Seeking Permit to
Conduct the Study
9. Distribution of
Questionnaire
10. Tabulation, Analysis
and Interpretation of
data
11. Development of
summary of finding,
conclusion, and
recommendation
12. Preparation for Final
Oral Defence
13. Final Oral Defence
14. Revision
APPENDIX B

40
APPENDIX C

41
APPENDIX D

42
APPENDIX E

43
APPENDIX F

44
APPENDIX G

45
APPENDIX H

46
 APPENDIX I

Republic of the Philippines

University of Rizal System
Pililla Rizal

GRADUATE OF TRACER STUDY 2018

INDIVIDUAL QUESTIONNAIRE

Dear Graduates:
Good day! Please complete this GTS questionnaire as accurate and frank as
possible by answering/checking the provided space corresponding to your response.
Your answer will be used for research purposes in order to assess graduate
employability and eventually, improve course offerings and your alma mater. Your
answer to this survey will be treated with strictest confidentially.

A. RESPONDENTS PROFILE

Name
Address
Email
Mobile No.
Telephone No.
Municipality
Barangay
Birthday
(Month) (Day) (Year)
Year Graduated ________________________________
Age
Sex
Religion
Civil Status:
Never married (single)
Married
Separated
Annulled
Widow/er

A1.Do you live with your parents? Yes [ ] No [ ]

A2. No. of months/years living in your current address

B. RESPONDENT’S EDUCATION

B1. Before you entered college, which baccalaureate program(s) did you consider
taking?
If NONE, write N/A (write program in full)

47
B2. What baccalaureate program did you take in college, if more than one, start with the
first one.

B3. At the time, is this program that you really wanted to take?
Yes [ ] No [ ]

B4. Did you shift to another course?

Yes [ ] No [ ]

B5. If YES in B4, What was your main reason for shifting from this course?
Academic Difficulty
Financial Reason
Employment Prospect
Parent/Peer Influence
Strong Personal Preferences
Others, specify

B6. Did you graduate in this baccalaureate program with honours or academic
distinction?
Yes [ ] No [ ]

B7. Did you take any other baccalaureate program?

Yes [ ] No [ ]

B8. How was your college education financed?

Support from parents
Support from other relatives
Self-support
Scholarship
Loans
Grants-in-aid
Others, specify
B9. Have you taken any kind of professional/licensure examinations?
Yes [ ] No [ ]

B10. What is the name of the professional/licensure exam that you took?
Start with the most recent exam you took.

Examination Date Rating

B11. Have you also taken any government examinations (e.g. Civil Service Exam,

48
 Foreign Service Officer Exam, or TESDA exams, etc.)?
Yes [ ] No [ ]

B12. If yes, what is the name of the government exam that you took?
Start with the most recent exam you took.

Examination Date Rating

B13. Have you taken/are you currently taking graduate studies (Master/Dictionaries?)
Yes [ ] No [ ]

B14. Have you taken any kind of training or advanced studies after college?
Yes [ ] No [ ]

B15. If YES, what courses/trainings have you participated in?

(Multiple responses accepted)
Related to your profession
To obtain other professional skills
General skills (foreign languages, computer, management, etc.)
Other specify

B16. What made you pursue these trainings/advance studies?

(Multiple responses accepted)
Promotion
Professional Development
Personal Development
Other specify

B17. Are there any courses/training programs that assists you with finding a job?
Yes [ ] No [ ]

B18. If YES, what are these courses/training programs? (Multiple responses accepted)
Communication courses
IT Courses
Human Resource Courses
Language Courses, Specify
Occupational/Skills/Practical Exercise
CV Writing
Internship
Other specify

B19. In your opinion, to what extent has the course that you finished in college
developed your ______?

(1- Not at all, 2- very little, 3 - some, 4 – A lot, 5 – very much)

Critical thinking skills 1 2 3 4 5

Ability to solve complex problems __ __ __ __ __
Ability to work with others __ __ __ __ __

49
 Confidence to learn independently __ __ __ __ __
Written communication skills __ __ __ __ __
Spoken communication skills __ __ __ __ __
Knowledge of the field __ __ __ __ __
Development of the Work Related
Knowledge and skills __ __ __ __ __

B20. As an overall assessment, would you say that the curriculum you finished taking in
college/university enables you to complete in the labour market?
Yes [ ] No [ ]

B21. In your opinion, what course(s) training program(s) need(s) to be included in the
curriculum to enables you to complete in the labour market? Put a check to indicate your
answer. (Multiple responses accepted)

Communication Courses _____

IT Courses _____
Human Resource _____
Language Courses, specify _____
Occupational skills/practical _____
Exercises _____
CV Writing _____
Internship _____
Others, specify ___________

C. OVERALL COLLEGE EXPERIENCES

Put a check to indicate Strongly Disagree Neutral Agree Strongly

your answer. Disagree Agree
a. Your college experience
has helped to connect
what you have learned
in the classroom with
real life situations.
b. Your college experience
has helped you translate
what you have learned
inside the classroom
into actions.
c. Your college experience
has had a positive
influence on your
intellectual growth and
interest in ideas.
d. Your college experience
has had a positive
influence on your
personal growth,

50
 attitudes, and values.

D. EMPLOYMENTS

FIRST JOB AFTER COLLEGE GRADUATE

D1. Did you start looking for work right after graduation?
Yes [ ] No [ ]

D2. When did you start working in your first job after your graduation from college?

D3. What was the main reason why you did not look for right after graduation?
Board/bar review
Further Study
Skills training
Rest
Got married
Got pregnant
Other specify

D4. Did you do any work for at least one hour at any time in the past i.e. even before
entering college?

D5. How did you find your job?

a. School placement office
b. Registered in public employment agency
c. Approached employer directly
d. Approaches relatives or friends
e. Placed or answered and advertisements
f. Others, specify

D6. Aside from this job, did you get any other job offers?
Yes [ ] No [ ]

D7. If YES, what was/were the special reason for accepting this job? (Multiple
responses accepted)
a. Matches my qualification
b. Matches my interest
c. Financial reason
d. Pressure from parents/relatives
e. Pressure from friends/classmates/peers
f. Others, specify

D8. What was your job title in your first job?

D9. What were the tasks that you performed in your first job?
(Multiple responses accepted)
a. Manual
b. Clerical
c. Technical/professional

51
 d. Managerial/supervisory
e. Others, specify

D10. Among the tasks you mentioned in D9, what was your main task?

D11. What was the minimum educational requirement for your first job?
a. No education
b. Elementary
c. High school
d. Vocational
e. College undergraduate
f. College graduate
g. Graduate degree
h. No minimum educational requirements

(If current job and first job are the same, skip to D18)
D12. What was the nature of your first job?
a. Permanent job/business/unpaid family work
b. Short-term or seasonal or casual job/business/unpaid family work
c. Worked for different employer on a day to day or week to week basis

D13. Which of the following best describes your work status in your first job?
a. Worked for private household
b. Worked for private establishment
c. Worked for government/government Corporation
d. Self-employed without any employee
e. Employer in own family operated farm or business
f. Worked with pay on own family operated farm or business
g. Worked without pay on own family operated farm or business

D14.What was the basis of payment in your first job?

a. In kind
b. per piece
c. per hour
d. per day
e. monthly
f. pakyaw
g. other salaries/wages (specify)
h. not salaries/wages

D15.What was basic pay per day in your first job?

D16. What was your average income per month in your first job?
[ ] Ᵽ1,000 - Ᵽ5,000
[ ] Ᵽ5,000 - Ᵽ10,000
[ ] Ᵽ10,000 - Ᵽ 15,000
[ ] Ᵽ15,000 and above

D17. What do you think was the main reason why you were able to land in your first job?
a. School ranking

52
 b. Work experience
c. Personal connection
d. Occupational skills/practical exercises
e. Language skills, specify
f. IT skills
g. Religion
h. Contract period
i. Other specify

D18. Do you think your college degree was relevant to your first job?
Yes [ ] No [ ]

D19. Are you presently employed?

Yes [ ] No [ ] Self- employed [ ] Never-employed [ ]

If NO or NEVER employed proceed to question 20

If YES proceed to question 21

If self- employed what skills acquired in college were you able to apply in your
work?

D20. Please state reason(s) why you are not yet employed. You can make check (/)
more than one answer.
[ ] Advance for further study [ ] No job
[ ] Family concern and decided not to find [ ] did not look for a job
[ ] Health- related reason (s) [ ] Lack of work experience
[ ] Other reason (s) please specify

D21. Present occupation

[ ] Grade school teacher
[ ] High school teacher
[ ] College instructor
[ ] Others, Please specify

D22. Present employment status

[ ] Regular or permanent [ ] Casual
[ ] Temporary [ ] Contractual

D23. What is the name of your present company or organization?

Company organization name

D24. What is the address of your current company or organization?

Company organization name

D25. What do you think is the main reason why you were able to get your current job?
University ranking
Work experience
Personal connection

53
 Occupational skills
Practical exercise
Language skills, specify
IT skills
Gender
Religion
Contract period
Others, specify

D26. Is your current job your first job?

Yes [ ] No [ ]

D27. If NO, before this current job, how many jobs did you have?
Before College Graduation After College Graduation

D28. What was the main reason why you left your previous job and switched to this
current job?
Salaries and Benefits
Career Challenge
Related to Special Skills
Proximity to Residence
Stress Out
Other reasons, specify

D29. In total, how many jobs did you have since you started working?
Please list all the jobs you have had starting from the most recent one.

Nature of
Inclusive date Position title Name of office/company
Employment

IMPORTANT FACTORS INFLUENCING A JOB CHANCE

D3O. What is the first/second/third important attributes influencing you when you decide
a job?

(Please write a number in preferential order)

 Wages _____
 Work location (metro manila, big cities, overseas etc.) _____
 Housing benefit _____

 Access for further education _____

 Promotion possibilities _____
 Extra income generating opportunities _____
 Proximity to family and friends _____
 Professional environment, define as the number _____
of colleagues with the same or higher level of education
 Workloads /work hours _____
 Sector (public, private, for-profit, NGO etc.) _____

54
  Recognition from supervisor or boss _____
 Education opportunities/possibility of upgrading _____
qualification for skills
 Reputation of company/institution urbanity _____
(Within big cities, outside big cities)
 Infrastructure (internet/mobile connection, electricity) _____
 Health insurance support _____
 Others, specify ______________

E. LIFE SATISFACTION
E1. Please indicate your satisfaction by choosing a number between 1 and 5.
Not Totally
satisfied satisfied
The home in which you live?
Your current job your employment opportunities?
Your financial situation?
How safe you feel?
Feeling part of your local community?
Your Health
The national government?
The amount of free time that you have?
Your life as a whole?

List down suggestions to further improve your course curriculum

(For the Unemployed Graduates)

55
THANKYOU VERY MUCH!

56
 APPENDIX J

Computation of Chi-Square on the relationship of employment status of Bachelor

of Elementary Education major in Content Courses graduates in terms of sex and

employment.

Sex and Employment

Sex Under Self

Employed Unemployed Total
employed employed
Male
5 2 0 3 10
Female
36 9 1 5 51
Total
41 11 1 8 61

O E O-E (O-E)2 (O-E)2/E

5 6.72 -1.72 2.9584 0.4402

36 34.28 1.72 2.9584 0.0863

2 1.80 0.2 0.04 0.0222

9 9.20 -0.2 0.04 0.0043

0 0.16 -0.16 0.0256 0.16

1 0.84 0.16 0.0256 0.0305

3 1.31 1.69 2.8561 2.1802

5 6.69 -1.69 2.8561 0.4269

X2=3.3506<
7.815
No significant
relationship

Age and Employment

Under
Self
Age Employed employed Unemployed Total
employed

57
 25 years old
below 31 8 1 5 45

26 years
above 10 3 0 3 16

Total
41 11 1 8 61

O E O-E (O-E)2 (O-E)2/E

31 30.25 0.75 0.5625 0.0186

10 10.75 0.75 0.5625 0.0523

8 8.11 -0.11 0.0121 0.0015

3 2.89 0.11 0.0121 0.0042

1 0.74 0.26 0.0676 0.0914

0 0.26 -0.26 0.0676 0.26

5 5.90 0.9 0.81 0.1373

3 2.10 0.9 0.81 0.3857

X2=0.951<
7.815
NS

Civil Status and Employment

Under
Civil status Employed Self employed Unemployed Total
employed
Single
28 9 1 5 43

Married
12 2 0 3 17

Widower
1 0 0 0 1

58
Total
41 11 1 8 61

O E O-E (O-E)2 (O-E)2/E

28 28.90 -0.9 0.81 0.0280

12 11.43 0.57 0.3249 0.0284

1 0.67 0.33 0.1089 0.1625

9 7.75 1.25 1.5625 0.2016

2 3.07 -1.07 1.1449 0.3729

0 0.18 -0.18 0.0324 0.18

1 0.70 0.30 0.09 0.1286

0 0.28 -0.28 0.0784 0.28

0 0.02 -0.02 0.0004 0.02

5 5.64 -0.64 0.4096 0.0726

3 2.23 0.77 0.5929 0.2659

0 0.13 -0.13 0.0169 0.13

X2=1.8705<
12.5916
No Significant
relationship

Teaching Eligibility and Employment

Teaching Under Self

Employed Unemployed Total
Eligibility employed employed
Passer
26 1 1 4 32

Non- passer 15 10 0 4 29

Total 41 11 1 8 61

59
 (O-E)2/E
O E O-E (O-E)2

26
21.51 4.49 20.1601 0.9372

15
19.49 -4.49 20.1601 1.0344

1
5.77 -4.77 22.7529 3.9433

10
5.23 4.77 22.7529 4.3505

1
0.52 0.48 0.2304 0.4431

0
0.48 -0.48 0.2304 0.48

4
4.20 -0.2 0.04 0.0095

4
3.80 0.2 0.04 0.0105

11.2085> 7.815
There is a
significant
relationship

Year graduated and employment

Year Under Self

Employed Unemployed Total
graduated employed employed

2015 10 2 0 1 13

2016 7 2 1 1 11

2017 9 0 0 2 11

60
2018 15 7 0 4 26

Total 41 11 1 8 61

O E O-E (O-E)2 (O-E)2

10 8.74 1.26 1.5876 0.1816

7 7.39 -0.39 0.1521 0.0206

9 7.39 1.61 2.5921 0.3508

15 17.48 -2.48 6.1504 0.3519

2 2.34 -0.34 0.1156 0.0494

2 1.98 0.02 0.0004 0.0002

0 1.98 -1.98 3.9204 1.98

7 4.69 2.3 5.3361 1.1378

0 0.21 -0.21 0.0041 0.21

1 0.18 0.82 0.6724 0.7356

0 0.18 0.82 0.6724 3.7536

0 0.43 -0.43 0.1849 0.43

1 1.70 -0.7 0.49 0.2882

1 1.44 -0.44 0.1936 0.1344

2 1.44 0.56 0.3136 0.2178

4 3.41 0.59 0.3481 0.1021

X2=9.3704>
16.9190
No significance
relationship

61
62
 Table 5

Others
Respondent in terms of School/Company

Tutor in Education center

Day care worker

Manager in Emilio S. Lim

Call center agent in WNS Company

Shop Specialist in Golden Duo Inc.

Hizon Laboratory Inc.

Alorica Teleservice Inc.

ASHI Inc.

Republic of Gas Corporation

DSWD

Super 8 Grocery Warehouse

63
 APPENDIX K

Directory of Bachelor of Elementary Education Major in Content Courses Graduates in

University of Rizal System Pililla Campus, Batch 2015 to 2018.
Name Present Address Present Occupation
BATCH 2015
Teacher 1 at Sta. Cruz
O342 Matagbak St.
1. Arevalo, Anabelle O. Bagumbayan Pililla,Rizal
Elementary School, Antipolo
city
Teacher 1 At E.W. De Vela
Brgy. Nanguma Mabitac,
2. Banda, Marianne C. Laguna
Elementary School, Mabitac,
Laguna
Grade school teacher at Aim
A. Mabini St. Quisao,
3. Biaṅo, Rhoalyn A. Pililla Rizal
Glory Learning School of Pililla
Inc.
J. Daria St. Niogan Pililla, Teacher 1 at Niogan
4. Rola-Camungao, Grace Rizal Elementary School
22B Pastor Masilang St. Store Manager at Emilio S. Lim
5. Firmanes, Archil D. Tanay, Rizal Appliances
Sitio Bukal Brgy. Tandang
6. Granada, Jerome B. Kutyo Tanay, Rizal
Unemployed
Grade School Teacher at
G. Dikit St. Bagumbayan
7. Hernandez, Margarett Joy D. Pililla, Rizal
Mother Theresa School
Bacoor, Cavite
51 Damaso Reyes St. Teacher 1 at Simeon R.
8. Lawagan-Interior, Kimberly Brgy. San Isidro Tanay, Bendaṅa Memorial Elem.
Rizal School Tanay, Rizal
15 Int. M.L. Quezon St. Tutor at Education Tutorial
9. Jaranilla, Jeana Rose Tanay, Rizal Center Morong, Rizal
Grade School Teacher at St.
10. Saquilayan, Cathyrine I. Alapan 2B Imus Cavite Edward Integrated School
Imus, Cavite
Teacher 1 at Quiterio San Jose
11. Tibay, Chrichelle S. Wawa Pililla Rizal Elementary School Teresa
Rizal
Teacher 1 at Virgilio B.
12. Verona-Arabit, Precious U. Halayhayin Pililla School Melendrez Memorial
Elementary School Pililla, Rizal
460 E. Acosta St. Quisao Teacher 1 at Quisao
13. Vidanes, Jennie-Con M. Pililla, Rizal Elementary School Pililla, Rizal
BATCH 2016
Grede School Teacher at Aim
A. Luna St. Quisao Pililla
1. Abantau, Jorlie P. Rizal
Glory Learning School of Pililla,
Rizal
Grade School Teacher at
Brgy. Libis ng Nayon
2. Araneta, Rosel R. Mabitac, Laguna
Joyful Christian School Inc.
Tanay, Rizal
Sitio Bugarin Brgy.
3. Bernardino, Norielyn M. Halayhayin Pililla, Rizal
Day Care Teachers
Sitio Lanai, Brgy. Plaza Teacher 1 at Aldea Elementary
4. Camaddo, Maria Suzette D. Aldea Tanay, Rizal School Tanay,Rizal
Grade School Teacher at
Sitio Mapunso Plaza Aldea
5. Cepe, Primitiva B. Tanay, Rizal
Joyful Christian School Inc.
Tanay, Rizal

64
 E. Tibay St. Wawa Pililla,
6. De Guzman, May Grace M. Rizal
Unemployed
774 Manila East Rd. Hulo Call Center Agent at WNS East
7. Espiritu, Maria Mila Joyce P. Pililla, Rizal Wood Quezon City
J.P. Rizal St. Brgy. Malaya Teacher 1 at Jalajala
8. Lacaba, Maricris M. Pililla Rizal Elementary School
Grade School Teacher at St.
Zamora St. Asis I Mendez,
9. Maala, Angelica V. Cavite
Augustine School Mendez,
Cavite
Teacher 1 at Virgilio B.
10. Pateṅa-Buenafe, Noelyn Bagumbayan Pililla, Rizal Melendrez Memorial
Elementary School Pililla Rizal
M. Resurreccion St.
11. Reyes, Elaine Marie R Tanay, Rizal
Self-employed
BATCH 2017
Bulacan I, Bagumbayan Teacher 1 at Pililla Elementary
1. Arbilon, Maribel W. Pililla Rizal School-Central Pililla,Rizal
568 D. Atienza St. Bugarin Teacher 1 at Bugarin
2. Bathan, Jonas D.R. Halayhayin Pililla, Rizal Elementary School
Grade school and High school
Teacher at John Paul
3. Castillo, Ralph F. Sipsipin Jalajala Rizal
Integrated Montessori School
Jalajala Rizal
Preschool teacher at Holy
San Lorenzo Hulo
4. Fernando-Pillas, Aila Pililla,Rizal
Grace Christian Montessori of
Rizal Pililla, Rizal
BATCH 2017
167 Alvarez St. Brgy. Rizal Teacher 1 at Santiago
5. Garovillas, Kathleen Mae, C. Baras, Rizal Elementary school Baras, Rizal
Grade School Teacher at Mapa
6. Hernandez, Nica Joy C. Sitio Bukal Tanay, Rizal
Prime Academy Morong, Rizal
Teacher 1 at Virgilio B.
685 Manuel L. Quezon St.
7. Masinsin Nessie Meg V Hulo Pililla,Rizal
Melendres Memorial
Elementary School Pililla Rizal
250 A. Mabini St. Hulo
8. Novora, Carlo C. Pililla Rizal
Unemployed
Teacher 1 at Santiago
Brgy. Santiago Baras,
9. Ocampo, Gilfer F. Rizal
Elementary School Baras,
Rizal
San Lorenzo Hulo Pililla,
10. Salazar, Ma. Sigrid M. Rizal
Unemployed
Grade School Teacher at
San Lorenzo Rd. Hulo
11. Tugnao, Everlyn B. Pililla, Rizal
Shepherd Angels Christian
School Inc. Antipolo City
BATCH 2018
Grade School Teacher at
1. Angeles, Angelica S. Sipsipin Jalajala, Rizal Mother Theresa School
Mendez, Cavite
Grade School Teacher at
Bonifacio Blv. Racanan St.
2. Asdolo, Mary Rose L. Halayhayin Pililla, Rizal
Christian Light School of Pililla
Inc. Pililla, Rizal
047 G.Paz St. Cumbo Grade school Teacher at San
3. Asotilla, Danlene A. Pililla,Rizal Ildefonso College Tanay, Rizal
4. Atanacio, Mary Gelliane A. 261 J. Delos Santos St. Grade School teacher at
Jalajala,Rizal Greenfield Montessori School

65
 Tanay, Rizal
Grade School Teacher at
5. Calibara, Geraldine A. Jalajala, Rizal Mother Theresa School
Mendez, Cavite
Assistant operator at Hizon
123 Yujuico St. Tanay,
6. Carvajal, Lady Jaine B. Rizal
Laboratory Incorporated,
Assumption Antipolo
Ft. Catapusan St. Tanay,
7. Espiritu, Mary Charmaine S. Rizal
Unemployed
366 M.L. Quezon St.
8. Gellido, Catherine M. Malaya Pililla, Rizal
Unemployed
BATCH 2018
Grade School Teacher at
Peniel Integrated Christian
9. Geta, Ma. Carla D. Quisao Pililla, Rizal
Academy of Quisao Pililla,
Rizal
260, J Delo Santos St. Grade School Teacher at
10. Gonzaga. Jhon Lloyd T. Brgy. 1st District Blanco Pililla Academy , Pililla,
Jalajala,Rizal Rizal
Call center representative at
Gen. Garcia St. Brgy.
11. Granada, Joan B. Bangkal Makati City
Alorica teleservices
Incorporated, Makati City
Grade School Teacher at
Sitio, Bendita Peniel Integrated Christian
12. Guerrero, Jenny Rose M. Bagumbayan Pililla, Rizal Academy of Quisao Pililla,
Rizal
Grade School Teacher at
Blessed Hope Christian school
13. Kasala, Sharlyn C. Halayhayin Pililla, Rizal
of Tanay Incorporated, Tanay
Rizal
Grade School Teacher at
619 Llano,Bayugo
14. Legaspi, Ma. Jed Ann P. Jalajala, Rizal
Lovebell Christian school
Bayugo Jalajala, Rizal
Grade School Teacher at
15. Lirio, Diona Mae Pililla Rizal Mother Theresa school, Bacoor
Cavite
Costumer support Crew Super
M.L. Quezon St. Tanay
16. Lisaba, Jennylyn B. Rizal
8 Grocery Warehouse Morong,
Rizal
406 Manuyag St. Niogan
17. Macaspac, Donna Mae Pililla Rizal
Unemployed
Lot. 15 blk. 7 Lakeview
18. Malabanan, Jimboy B. Homes Pililla, Rizal
Unemployed
19. Mateo, Ariane Cristine M. Wawa, Tanay, Rizal Shop Specialist at Golden Duo
Sitio. Rawang brgy. Grade School Teacher at Bon
20. Montallana, Jessica F. Tandang Kutyo Tanay, Jasper Angels Academy
Rizal Incorporated, Pililla Rizal
Grade School Teacher at
318 B.J Cura St. Brgy.
21. Nunez, Ephraim F. Niogan Pililla Rizal
Blanco Pililla Academy , Pililla,
Rizal
Grade School Teacher at
22. Pondano, Mutya V. Bagumbayan Pililla, Rizal Blessed Hope Christian school
of Tanay
BATCH 2018

66
 Staff at Ahon sa Hirap
415 M. Santos St. Brgy.
23. Quiding, Daniel Sipsipin, Jalajala Riza
Incorporated Cubao, Quezon
City
Grade School Teacher at St,.
Mla East rd. Plaza Aldea
24. Rosario, Robelse A. Tanay, Rizal
John Hill Academy, Calero
Morong Rizal
DSWD Office Staff at
25. Sison, Stephanie 3rd District Jalajala Rizal
Municipality Of jalajala
40 Regino Juan St. Branch Head of Republic Gas
26. Valderano, Flaine D.J Halayhayin Pililla, Rizal Corporation Teresa Rizal

CURRICULUM VITAE

ANA KATRINA D. BELLIDO

#297 Quezon St. Malaya Pililla, Rizal
[email protected]
09067813624

SEMINARS
 COE- Leaders in Motion 2019
September 28, 2019
 Student Teaching Enhancement Program
August 16, 2019
 Neurodiversity: A seminar on Intellectual Disabilities
September 28 2018
 COE- Leaders in motion 2018
July 28 2018
 Seminar sa Dayalektong Ilonggo
August 25, 2017

EDUCATION & TRAINING

Bachelor of Elementary Education

Major in Content Courses
University of Rizal System
Pililla, Rizal - Philippines
June 2017 up to June 2020

Student Teaching Internship Program (360 hours)

Quisao Elementary School
Quisao Pililla, Rizal – Philippines
August 20, 2019 – December 13, 2019

English Language Proficiency (100 hours)

TESDA Regional Office
Loakan Road Baguio City – Philippines
May – June 2016

67
 Diploma in Computer Secretarial
University of Rizal System
Pililla, Rizal – Philippines
June 2012 - April 2014

On the Job Training (200 hours)

St. Therese Medical Hospital
Teresa, Rizal – Philippines
November 2013 – March 2014

PERSONAL INFORMATION

Date of Birth : December 08, 1994

Place of Birth : Malaya Pililla, Rizal
Citizenship : Filipino
Civil Status : Single
Sex : Female
Height : 5’4”
Weight : 48 kg.
Religion : Catholic

68
 CURRICULUM VITAE

ARA JEAN R. TERNATE

31, A Mabini St. Hulo Pililla Rizal
09756135424

SEMINARS
 COE- Leaders in Motion 2019
September 28, 2019
 Student Teaching Enhancement Program
August 16, 2019
 Neurodiversity: A seminar on Intellectual Disabilities
September 28 2018
 COE- Leaders in motion 2018
July 28 2018
 Seminar sa Dayalektong Ilonggo
August 25, 2017

EDUCATION & TRAINING

Bachelor of Elementary Education

Major in Content Courses
University of Rizal System
Pililla, Rizal - Philippines
June 2017 up to June 2020

Student Teaching Internship Program (360 hours)

Quisao Elementary School
Quisao Pililla, Rizal – Philippines
August 20, 2019 – December 13, 2019

PERSONAL INFORMATION

Date of Birth : June 4, 1998

Place of Birth : Hulo Pililla, Rizal
Citizenship : Filipino
Civil Status : Single
Sex : Female
Height : 5’2”
Weight : 50 kg.
Religion : Catholic

69
 CURRICULUM VITAE

INIGO C. DACATIMBAN III

Sitio Tabacco, Brgy. Hulo, Pililla, Rizal
09612890259

SEMINARS
 COE- Leaders in Motion 2019
September 28, 2019
 Student Teaching Enhancement Program
August 16, 2019
 Neurodiversity: A seminar on Intellectual Disabilities
September 28 2018
 COE- Leaders in motion 2018
July 28 2018
 Seminar sa Dayalektong Ilonggo
August 25, 2017

EDUCATION & TRAINING

Bachelor of Elementary Education

Major in Content Courses
University of Rizal System
Pililla, Rizal - Philippines
June 2017 up to June 2020

Student Teaching Internship Program (360 hours)

Quisao Elementary School
Quisao Pililla, Rizal – Philippines
August 20, 2019 – December 13, 2019

PERSONAL INFORMATION

Date of Birth : May 29, 1999

Place of Birth : Pililla, Rizal
Citizenship : Filipino
Civil Status : Single
Sex : Male
Height : 5’6”
Weight : 58 kg.
Religion : Born again Christian

70
 CURRICULUM VITAE

Ma. Luisa T. Judilla

6 Pastor masilang St. Tanay Rizal
09460184864

SEMINARS
 COE- Leaders in Motion 2019
September 28, 2019
 Student Teaching Enhancement Program
August 16, 2019
 Neurodiversity: A seminar on Intellectual Disabilities
September 28 2018
 COE- Leaders in motion 2018
July 28 2018
 Seminar sa Dayalektong Ilonggo
August 25, 2017

EDUCATION & TRAINING

Bachelor of Elementary Education

Major in Content Courses
University of Rizal System
Pililla, Rizal - Philippines
June 2017 up to June 2020

Student Teaching Internship Program (360 hours)

Quisao Elementary School
Quisao Pililla, Rizal – Philippines
August 20, 2019 – December 13, 2019

PERSONAL INFORMATION

Date of Birth : Nov. 28 1991

Place of Birth : Pililla, Rizal
Citizenship : Filipino
Civil Status : Married
Sex : Female
Height : 5’1”
Weight : 52 kg.
Religion : Born again Christian

71