EMPLOYABILITY STATUS OF THE TEACHER EDUCATION MAJOR IN

CONTENT COURSE GRADUATES OF UNIVERSITY OF RIZAL

SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019

An Undergraduate Thesis presented to the

Faculty of College of Education

University of Rizal System

Angono, Rizal

In Partial fulfillment of the Requirements for the Degree

Bachelor of Elementary

Education

GLORY JANE O. CASTILLON

MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO

ALEXIA LOUISE A. VILLAMAR

2022
 ii

APPROVAL SHEET

This undergraduate thesis titled “EMPLOYABILITY STATUS OF THE TEACHER

EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF UNIVERSITY OF
RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR - 2019” has
been prepared and submitted by GLORY JANE O. CASTILLON, MHICA ELLA P.
ESPLANA, NHOIME O. GAYONDATO and ALEXIA LOUISE A. VILLAMAR in partial
fulfillment of the requirements for the Degree BACHELOR OF ELEMENTARY
EDUCATION is hereby recommended for acceptance and approval.

Date GLENN N. JARDIN, MS MATH

Adviser
Approved in partial fulfillment of the requirements for Degree BACHELOR OF
ELEMENTARY EDUCATION by the Research Committee with the grade of
.

JOSEPHINE B. JAMERO, M.S Bio.

Chairman

GLENN N. JARDIN, MS MATH ROY VINCENT S. BORROMEO M.A. Ed.

Statistician Subject Specialist

Accepted in partial fulfillment of the requirements for the Degree BACHELOR OF

ELEMENTARY EDUCATION.

ROY VINCENT S. BORROMEO, M.A.Ed. CELINA B. CERDA, M.A.Ed.

Research Professor Dean, College of Education

Date
 iii

ACKNOWLEDGMENT

The researchers wish to extend their sincere gratitude and appreciation to the
following persons who in one way or another offered their assistance for the completion
of this humble piece of work.
NANCY T. PASCUAL, Ph.D. R.G.C., President of University of Rizal System for
giving an opportunity to achieve their dreams and helping every student to pursue their
study;

NORMA F. ELVIRA, Ph.D., Director, University of Rizal System, Angono Campus for
the motivation to conduct the study.

CELINA B. CERDA, M.A.Ed., Dean, College of Education and Adviser, Bachelor of

Elementary Education, for her professional guidance, direction, enlightenment and for
her patience, comments, suggestions and support that she extended in this study.

JOSEPHINE B. JAMERO, M.S. Bio., Chairman of the Panel, for her support and
enthusiasm, knowledge and exacting attention to detail have been an inspiration and kept
our work on track from our first encounter with the research paper to the final draft of
this paper;

MS. ROSE MARIE TIBURCIO, M.A.T. L.P.T, Campus Librarian, for lending the
researchers the needed materials for this research.

ROY VINCENTS BORROMEO, M.A.Ed., members of the panel, for the questions and
for giving us advice and suggestions to improve our study;

GLENN N. JARDIN, MS MATH., Thesis Adviser, and statistician

for his guidance given to the researchers and for giving comments, suggestions and
recommendation for the improvement of the study;
 iv

CLYDE V. MAPA, CAMPUS REGISTRAR., for giving list of BEED Batch 2019 and
give permission to conduct the study;

Education Teacher Graduates of Bachelor of Elementary Education Major

in Content Courses in Academic Year 2019, who looked over the transcriptions
and answered with unfailing patience numerous questions; and

The Researchers’ Parents who served as inspiration for their support and
encouragement throughout the study. Above all, the ALMIGHTY GOD for giving His
endless blessings, knowledge and strength who made this study possible.

-Researchers
 v

DEDICATION

This piece of work

is humbly and whole heartedly

dedicated to my loving parents, Nonito and Marilyn,

to my groupmates Mhica Ella, Nhoime and Alexia, to all my

classmates, to my friends, to my love one’s Christopher who
gave inspiration to pursue this study and most of all, to our
God Almighty, who gave me strength and hope.

- GJOC
 v

DEDICATION
To express my thanks to all those who

contributed in many ways to the success of this study and

made it an unforgettable experience for me. To our God almighty

who is always there when I am in need. Thank you for guiding

me and giving me strength in my everyday life. To my dear

parents Emma Palmiano and Meliton Esplana, thank you for

giving me the support to reach my dreams. I love you mama and

papa. To all my very diligent professors, instructors, and our

dean. I also dedicate this to all of you, for you have

shared your knowledge and effective teachings to me.

Thank you very much!

- MEPE
 vi
i
DEDICATION

I dedicate my work

to my family and friends.

A special feeling of gratitude to my loving parents,

Manuel and Rosita whose words and encouragement and

push for tenacity ring in my ears. My Sister and Auntie

have never left my side and are very special. I also dedicate

this dissertation to many friends and family members who

have supported me throughout the process. I will always

appreciate all they have done. Especially Charles for helping

me develop my technology skills. I dedicate this also to my

best friend John Hervy and Mercy for being there for me

throughout the process. Both of you have been my best

cheerleaders.

- NOG
 vi
ii

DEDICATION

This study is wholeheartedly

dedicated to my beloved parents, who have

been

our source of inspiration and strength throughout this research.

Their continuous moral, spiritual, emotional, and financial support to us has

Helped us finish this research. We also dedicate this research to the

Almighty God,

for his guidance, power of mind, and protection and

forgiving us a healthy life to be able to carry out this research.

- ALAV
 i

ABSTRACT

This study determined and traced of Employability Status of Teacher Education

Major in Content Course Graduates of URS Angono Campus, Academic Year 2019 –
2020. This study also examined the changes in the career pattern of the graduates to serve
as basis on evaluation of the College of Education program of University of Rizal System
Angono Campus. The respondents were nine (9) male and eleven (11) female BEED
teacher education graduates which covered the twenty (20) or one hundred (100) percent
of the total number of BEED teacher education graduates in University of Rizal System
Angono during the academic year 2019 – 2020.This study used the descriptive method of
research utilizing survey questionnaire in gathering the data needed. The instrument was
created digitally through google forms, distributed the generated link to collect the
necessary data. The questionnaire was composed of four (4) parts including the profile of
the respondents, the factors that affects the respondents’ job choice, the problems
encountered by the respondents in their employment, and the coping mechanism of the
respondents to overcome the encountered problems in their employment. The following
findings were summarized based on the analysis and interpretation of data: on the profile
of the respondents who are BEED Content Course Major graduates, most of them were
female, single, Catholic and twenty- four (24) years old; all of the respondents have no
honors received, non-working during their tertiary level, and their bachelor’s degree as
the highest educational attainment; ten (10) out of twenty (20) respondents have taken
and passed the Licensure Examination for Teachers once, five of them taken twice and
also passed from September 2019 to September 2022. Five (5) of them did not take the
examination and one respondent took the TESDA assessment focused on Bread and
Pastry Production; most of the respondents have contractual job with at most one-year
experience in teaching in their previous employment with the basic salary amounting of
10,000 -15,000 before jumping up into another career with the reasons of career
challenged, salaries/benefits issue and stressed out, other reasons are special skills, and
proximity to residence; most of the
 x

respondents are currently employed as contractual for 1 – 2 years and only one of them
was working for 4 years, most of them have teaching positions with salary of 10, 000 and
below and accepted because of their occupational skills; most of them have pre-
employment experience and the main reason for unemployment is family
concern;Relation with others is the indicated problem encountered by most of the
respondents in their employment and to adjust to the problem, they keep on observing the
behavior of other people they work with. This coping mechanism helped them so much to
be good subordinates but not to the point that they compromise their own beliefs. They
stood up for what is true and spoke honorably and they socialized by attending some
occasions helping them to have a tighter bond that resulted in a harmonious relationship
with other teachers inside the institution. The researchers have identified from the
respondents that the school continues to create more partnerships to public and private
sectors led by students for more exposure to help them build confidence during job
hunting.
 x
TABLE OF CONTENTS

Contents
Page

TITLE PAGE I

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

DEDICATION v

ABSTRACT ix

TABLE OF CONTENTS xi

LIST OF TABLES xiii

LIST OF FIGURES xvi

Chapter

1 THE PROBLEM AND ITS BACKGROUND 1

Background and Purpose of the Study 1

Review of Related Literature and studies 3
Theoretical Framework 8
Conceptual Framework 11
Statement of the Problem 12
Scope and Limitation of the Study 13
Significance of the Study 14
Definition of Terms 14
 x
2 RESEARCH METHODOLOGY 16

Research Design 16
Setting of the Study 16
Subject of the Study 20
Research Procedure 20
Sources of Data 20
Statistical Treatment 21

3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 23

4 SUMMARY OF FINDINGS, CONCLUSIONS AND 45

RECOMMENDATION

Summary of Findings 45
Conclusion 46
Recommendation 48
BIBLIOGRAPY
APPENDICES
A. Gantt Chart
B. Letters
C. Instrument - Questionnaire
D. Formula used in the Study
E. Certificate from Statistical Center
ROUTING SLIP
CURRICULUM VITAE
GLORY JANE O. CASTILLON
MHICA ELLA P. ESPLANA
NHOIME O. GAYONDATO
ALEXIA LOUISE A. VILLAMAR
 xiii

LIST OF TABLES

Table Title Page

1 Profile of the Respondents in Terms of Age 23

2 Profile of the Respondents in Terms of Sex 23

3 Profile of the Respondents in Terms of 24

Religion

4 Profile of the Respondents in Terms of Civil 24

Status
5 Profile of the Respondents in Terms of 25
Course
6 Profile of the Respondents in Terms of 25
Number of Years in Tertiary Level
7 Profile of the Respondents in Terms of 26
Honors Received
8 Profile of the Respondents in Terms of 26
Status of Student
9 Profile of the Respondents in Terms of 27
Highest Educational Attainment
10 Profile of the Respondents in Terms of 27
National Government Examination
11 Profile of the Respondents in Terms of Kind 28
of National Government Examination
12 Profile of the Respondents in Terms of 29
Rating in National Government
Examination
 xiv

13 Profile of the Respondents in Terms of 29

Date Taken in National Government
Examination
14 Profile of the Respondents in Terms of 30
Number of Time Taken in National
Government Examination
15 Profile of the Respondents in Terms of 31
Nature of Employment in Previous Job
16 Profile of the Respondents in Terms of 32
Number Years/Months Employed in the
Previous Job
17 Profile of the Respondents in Terms of 32
Position/Rank in Previous Employment
18 Profile of the Respondents in Terms of 33
Salary Range in Previous Employment
19 Profile of the Respondents in Terms of 34
Reasons Why Leaving the Previous Job
20 Profile of the Respondents in Terms of 35
Nature of Current Employment
21 Profile of the Respondents in Terms of 36
Number of Years/Months in Current Job
22 Profile of the Respondents in Terms of in 36
Terms of Inclusion in Current Job
23 Profile of the Respondents in Terms of 37
Current Position/Rank
24 Profile of the Respondents in Terms of 38
Current Salary Range
 xv

25 Profile of the Respondents in Terms of Main 39

Reason Why Accepted in the Job

26 Profile of the Respondents in Terms of 40

Possible Reason of Unemployment
27 Status of Employment of Elementary 41
Education Teacher Graduates
 xvi
LIST OF FIGURES

Figure Title Page

1 Conceptual Framework of the Study 11

2 The Vicinity Map of University of Rizal System 19

Angono Campus
 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background and purpose of the study, review related
literature, theoretical framework, conceptual paradigm, statement of the problem,
hypothesis, scope and limitation of the study, and definition of terms.

The Background and Purpose of the Study

One of the most interesting stages in life that gives you an opportunity to explore
is the ‘college phase. Life at college is the time when the teenage years end and we all
dive deep into the ocean of new beginnings and possibilities. This golden period better
equips you for all the challenges you’ll face in life and creates a strong foundation of
knowledge.
Our experience at university has taught us one fundamental thing – life is
unpredictable. It might be good, it might be bad, it might be weird, and it might not
interest you, but expect anything to happen. For example, you might have a wonderful
job this moment, and be fired the very next moment. College life prepares you for all of
this. It is a perfect blend of joy and hardships. You learn to sit through a boring lecture;
you try to cope up with the surprisingly strenuous syllabus, and you can learn from some
great research minds. Academia, as they say, never lets you go free. People might try to
motivate you by saying that you need to study only through your school years and chill
during the college life, but that isn’t true.
Life at college is a time when you can decide your career. It’s a time of dreams
and innumerable paths. Getting a diploma is one of the most rewarding in college you
dedicated yourself to your studies for those four years, working hard, to earn your degree,
most expect that by attending college and graduating they will be able to find a good
paying career with benefits in a field that will interest them. It seems that from high
school, it is drilled into our heads that we must attend college to be successful in life and
contribute to our society.
 2

This study was supported by the labor code of the Philippines Presidential Decree
No. 442 as amended National Policies and Administrative Machinery for their
implementation ART. 43. Statement of objective. – It is the objective of this Title to
develop human resources, establish training institutions, and formulate such plans and
programs as will ensure efficient allocation, development, and utilization of the national
as manpower and thereby promote employment and accelerate economic and social
growth.
In the Philippines, the special report of Cepeda (2020), based on the preliminary
results of the Philippine Statistics Authority’s quarterly Labor Force Survey in December
2020, the month Of October report shows the lowest unemployment rate with
approximate 8.7% or 3.8 million Filipinos where 23.9% of the unemployed are college
graduates.
Greaves (2020) argues that the primary reason for accepting job offers: fits into
their career plan, they need to earn a living and pay off debts, there is an opportunity for
progress, they will gain and broaden experience, there is a support for their mental health
and well-being and that they are well paid.
Moreover, Sunshine (2021) stresses on culture team environment in the company,
purpose and meaning, recognition and appreciation, respect among co-workers, mentor to
encourage them, trust with their leaders, emotional investment, and fair treatment.
The purpose of this study is to identify the numbers of employed and unemployed
graduates of University of Rizal System, to let the university inform if there is a need to
provide training that will meet the standards of the employers set for their workforce.
Industries may have different standards, but they always have a set of characteristics
they expect for their applicants to possess that would boost institutional objectives.
Whether employers seek graduates whose skills are, either, related or not aligned to their
field of specialization, they will always look for their standards.
 3

Review of Related Literature and Studies

The following literature and studies, foreign and local were related to or have
some bearing with the present investigation.
Foreign Literature
As claimed by Marcus (2017), a lack of confidence can have a dramatic effect on
your career. It will keep you in your comfort zone because that is where you feel safe
with little risk of failure. This prevents you from leaving a bad work situation, seeking
stretch assignments, or applying for a new position. You risk losing your motivation and
it undermines your self-esteem over time. To grow personally and professionally, you
need to be willing to take some risks and make mistakes. You can start small with
something that has little risk and start to build this muscle. Gradually take on more risk.
Be curious and expand your horizon.
Leggott and Stapleford (2016) on a study entitled,” Enhancing student awareness
of employability skills through the use of progress files”. which was inspired by the
Dearing Report, aimed to explore the nature of student perception of their skills
development. Taking place over five years andinvolving 35 undergraduate students, the
study found that students had a low awareness of the skills that they wereintended to
develop and many of them were unaware of the skills requirements of employers. As a
result of thesefindings, Personal Development Plans were used to bridge this gap and it is
hoped that the experience gained formthis study can be transferred to other contexts.
Shulls and Trivitt (2015) in a study entitled, “Teacher Effectiveness: An Analysis
of Licensure Screens”, examined the relationship between observable teacher
characteristics and productivity as measured by an increase in student achieve movement
on a standardized test using a value-added approach. This analysis focused on teachers of
algebra, geometry, and 11th grade English Language Arts in Arkansas. The authors
generated a value-added score at the school-course level and attributed that score to each
teacher of that course in the school. The authors then regressed observable teacher
characteristics on the value-added measure. The authors found no evidence that the
teacher
 4

certification route affects student tests scores but found that higher ability math teachers
do lead to higher scores In Canada, as of January 2015, the Canadian youth
unemployment rate is 11.2 percent, nearly double the national average; there are
hundreds of thousands of young Canadians who face such challenges. Yet even Canada
has the most educated people on earth with 56.7 percent of 25- to 64-year-olds
completing post-secondary education. There is increasing feedback from employers that
graduates are lacking the skills that they need.
According to an article, “Graduate Employability: Top Universities in the United
States Ranked by Employers (2020)”, a high percentage of graduates go straight into the
recruited students have been recruited on campus. The Career Development Center at the
NGO University provides networking sessions and twice-annual careers fairs to assist
students in finding a job. Some 150 recruiters, therefore, our fields are present at each
fair. Universities in the Netherlands producing the most employable graduates have been
ranked by companies around the world in the Global University Employability Ranking
2020.

Foreign Studies
Woya, A. (2019) In Ethiopia, a recent study entitled, “Employability Among
Statistics Graduates: Graduates’ Attributes, Competence, and Quality of Education”,
revealed that there is a percentage of graduates who are not yet employed and have never
been employed. Therefore, the department must be a league with the different
government organizations and NGOs. may improve the employability of statistics
graduates.
Misra & Khurana (2017) in a study entitled, “Employability Skills among
Information Technology Professionals, stated that “Employability of graduates, therefore,
has become an issue that is not easy to be ignored in the global economy”. Studies like
this have become the main instruments to determine the areas of strength and weakness
of an institution’s graduate.
Mncayi (2016) in a study entitled, “The Determinants of Employment Status of
Young Graduates from a South African University“, concluded that the most important
factors affecting graduate unemployment are qualifications and majors held by
graduates, which seem not to be aligned with labor market
 5

requirements. This provides an opportunity for higher education institutions to

collaborate with the government and private sector to bridge the gap that exists in
academia and the world of work.
The study of Ismail & Mohammed (2015) in a study entitled, “Employability
Skills in TVET Curriculum in Nigeria Federal Universities of Technology”, in the 21st
century, employability skill is the most required skill besides technical knowledge in an
attempt to compete for employment and sustain job at the industrial global market”.
Schools must provide the training that meets the standards employers set for their
workforce. Industries may have different standards, but they always have a set of
characteristics that expect their applicants to possess that would boost institutional
objectives. Whether employers seek graduates whose skills are, either, related or not
aligned to their field of specialization, they will always look for their stability.
Martín (2014) in a study entitled, “The Importance of Communication
Competency for Employability.’’ believed that communicative competence can greatly
help new graduates to develop their potential, both socially and occupationally. It has
been found that regardless of the job in question, some of the most sought-after skills are
related to interpersonal adaptability and negotiation skills. Communicative competencies
have also been studied using pedagogical, linguistic, and communicative approaches.

Local Literature
(Albina et al.,2020). In a study entitled, “”Employability Tracer Study of
Information Technology Education Graduates from a State University in the
Philippines’’. The Labor Markets in the Philippines and Abroad have become very
competitive. When parents are confronted with the choice of Universities and
Colleges where their children will attend and get a degree, the prospects for future
employment carry much weight. Employability, thus, becomes a matter of crucial
consideration when schools define their curriculum and their policies on recruitment,
entrance, and retention.”
(Rojas and Rojas, 2016), In a study entitled, of “Employment Status of
Bachelor of Elementary Graduates of School Year 2014 to 2018 “The quality of
 6

education offered by an institution can be determined on the employability of its

graduates . Table – reflects the Employment status of the respondents. The responses
showed that 86.4% are currently employed and 13.6% are not employed

Albina, A. C., & Sumagaysay, L. P. (2020) stated that, “In the 21st century,
employability skill is the most required skill besides technical knowledge in an attempt to
compete for employment and sustain a job at the industrial global market”. However in
Canada, as of January (2015) the Canadian youth unemployment rate is 11.2 percent,
nearly double the national average; there are hundreds of thousands of young Canadians
who face such challenges. Yet even Canada has the most educated people on earth with
56.7 percent of 25- to 64- year-olds completing postsecondary education. There is
increasing feedback from employers that graduates are lacking the skills that they need.
6 For instance, from the study of McKinsey & Company (2015) found that, 83 percent
of educators’ youth are prepared for work, only 34 percent of employers and 44 percent
of youth agree.
(Acosta & Igarashi 2017) stated, “Promoting the Development of Socioemotional
Skills in the Philippines”. In the Philippines, according to the Philippines Statistics
Authority’s (PSA) 2019 report. In terms of educational attainment, the unemployment
rate for junior high school graduates was 28.2%followed by college graduates at
20.19%and college freshmen at 8.2%. In the Philippine context, employers reported low
satisfaction on workers’ interpersonal and communication skills, or work skills.’’

Moreover, Navida, G.S. (2017) said that human relations, communication, and
critical thinking skills are the competencies that are useful for the jobs of most of the
graduates. On the other hand, the common reasons of the graduates for not yet being
employed or never having been employed are family concerns, health reasons, no job
opportunities, and due to Licensure Examination for Teachers (LET) review.
 7

Local Studies
Reusia et.al (2020) in a study entitled, “Science Education Graduates of a State
University from 2008-2018: A Tracer Study”, stated also that the educational experience
and skills learned are very relevant in the employability status of graduates’ current
workplace. They evaluated program areas as good and indicated that the program
outcomes are adequate and relevant. They also suggested that content and pedagogy
among per-service teachers be enhanced. A curriculum review may then be considered
for better alignment of the program to the demands of the 21st-century learning
landscape and the fourth industrial revolution to produce industry-ready and globally
competitive science educators.

(Acosta & Igarashi,2017) in a study entitled, “Employment, Employability, and

Competencies of the Bachelor of Secondary Education Graduates’’. In the Philippine
context, employers reported low satisfaction on workers’ interpersonal and
communication skill, or work ethics.

(Terano, 2015, 2018) In a study entitled,” The Employment Profile of Graduates

in a State University in Bicol Region, Philippines”. Higher education institutions serve
as instruments in delivering the quality education that students need towards achieving
a better future. The outcomes of students are important, and the improvement of
knowledge, skills, and competencies are the main concerns that should be taken up in
every educational institution. Employment of students after graduation can be
determined by how the expected student outcomes were achieved. Thus, educational
institutions designed curriculum and its implementation are factors for achieving
student outcomes (Terano, 2019).
Dotong (2014), in a study entiteld, “Employability and Productivity of bachelor
of Elementary Education Graduates in Tomas Claudio Colleges”, of School-Related
Factors in the Development of Graduates ’ Competencies Towards Employability,
states that students can be best acquired from the effective implementation of
curriculum through various teaching pedagogies with state-of-the-art facilities, very
satisfactory student services , linkages from
 8

the partner industries, integration of values and strong participation in research and
community extension. The role of academic institutions is to hone the competencies of
the student in order for them to achieve the personal and professional growth
continuing education after college and let them be glaring symbols and icons of
integrity, leadership and nationalism with enormous faith and service for God and
country. The above cited study is almost similar to the present study since it cited the
factors such as facilities and linkages with industry partners are big contributing factors
to the quality of graduates.
Aranega (2014) in a study entitled, ‘’Employability Tracer Study of Information
Technology Education Graduates from a State University in the Philippines”, Initial
education needs to be able to grant the necessary skills for any professional to be able
to overcome the existing challenges, either to the search for a job with continuity or to
the creation of their own employment through enterprising behavior.
Bihag-Boholano, H. (2012) In a study entitled, “Employability of Teacher
Education Graduates of an Asian Public University”, concluded that there are three top
priorities in the workplace for graduates, these include: challenging/interesting work, a
high salary, and professional growth.
Theoretical Framework
This study was anchored from Maslow’s hierarchy of needs which is a
motivational theory in psychology comprising a five-tier model of human needs, is often
depicted as hierarchical levels within a pyramid. He initially stated that satisfy lower-
level deficit needs before progressing on to meet higher-level growth needs. However,
he later clarified that satisfaction of a needs is not an “all-or-none” phenomenon,
admitting that his earlier statements may have given “the false impression that a need
must be satisfied 100 percent before the next need emerges” When a deficit need has
been ‘more or less satisfied it will go away, and our activities become habitually directed
towards meeting the next set of needs that we have yet to satisfy. These then become our
salient needs. However, growth needs continue to be felt and may just become stronger
once they have been engaged.
 9

The consensus theory postulates that instilling of generic skills at the university
level will enhance graduates’ employability and subsequently assist them in their career
progression in the labour market (Selvadurai, et al., 2012). The universities are expected
to incorporate generic skills into curriculums to enhance employability of graduates
(Hooley, 2017; Mncayi, 2016). Such an inclusion should be prioritised by universities
since theoretical knowledge alone is no longer sufficient in the labour market. However,
many traditional universities in South Africa focus mainly on the theoretical
component of the qualifications (de Villiers, Van Wyk & Van der Berg, 2013;
Magagula, 2017; Rogan & Reynolds, 2016), with many students, especially black
students, obtaining their qualifications through traditional HDIs struggling in the labour
market (Van Broekhuizen, 2016). Despite an increase in access to higher education,
graduate unemployment remains a major concern in the country. The theory postulates
that technological advancement has resulted in the demand, by the economy, for extended
periods of education and formal training as more careers require professional, scientific
and technical skills (Gordon, 2013). Generally, this theory shares the belief, with human
capital theory, that universities are responsible for producing employable graduates as
employability is a supply- side issue.
Various theories have been used as theoretical framework in different disciplines to
underpin the employability debate. Within the field of Sociology of Education, two
theoretical paradigms have been highlighted in previous research, namely the
consensus and the conflict theory on graduate employability (Selvadurai et al., 2012).
The consensus theory focuses largely on stability within society and the socialization of
community members into norms and values on which society agrees upon. As such,
individuals and social institutions work in conjunction, or in consensus, to sustain
equilibrium (Matsepe, 2002). The consensus theory of employability is based on the
belief that human capital injection through generic skills development will ensure
employability of graduates and accelerated career development (Selvadurai et al., 2012).
 1

Relevance of this theory in this study is that the Motivational Theory (1943)
justify that a human being just like the Teacher Education graduates major in Content
Course of Rizal System Angono are doing their best and striving hard, for them to
achieve some certain goal in life, furthermore, to complete the real self-actualization,
and are motivated to achieve certain needs and that some needs take precedence over
others,therefore not everyone will move through the hierarchy in a unidirectional manner
but may move back in forth between the different types of needs.
 1

Conceptual Paradigm

INPUT
Profile of the respondents PROCESS OUTPUT
in terms of:
 Age
.  Construction of
 Sex
 Religion the instrument “EMPLOYABILITY
 Civil status  Validation
 Course STATUS OF THE
 No.of years in tertiary  Distribution
level
 Data Gathering TEACHER
 Honors received
 Status while being a  Administration EDUCATION
students
and retrieval of
 Highest educational MAJOR IN
attainment the
 National Government
questionnaire CONTENT
Examination
 Previous employment checklist
 Reasons for leaving
COURSE
 Tally
previous jobs
 Current employment  Computation GRADUATES OF
 Main reason why
 Interpretation UNIVERSITY OF
accepted the job,
 Possible reasons of  Analysis
unemployment if
 Presentation of RIZAL SYSTEM
unemployed.
 Status of Employment the Result ANGONO CAMPUS
 Factors that affect Job
Choice
ACADEMIC YEAR
 Life Satisfaction

2019”

FEEDBACK

Figure 1: Conceptual Framework

“Employability Status of the Teacher Education Major in Content Course Graduates of

University of Rizal System Angono Campus Academic Year 2019”
 1

As shown in the figure the first frame refers to the input consists of the
respondents described in terms of profile of the respondents, status of the employment of
education teacher, extent of the factors that affect the job choice, and the points that
contribute to the life satisfaction of teachers graduates.
The second frame refers to the steps undertaken in the conduct of the study such
as construction of instrument and validation of the instrument, administration and
retrieval of the questionnaire checklist, presentation, tabulation, and interpretation of
data.
The third frame is the output which consists of the determined Employability
Status of Teacher Education major in Content Course graduates of University of Rizal
System Angono Academic Year 2019.
The line from the output leading back to process and input is called the
feedback which means that there is a continuing process and when there are errors
committed along the line, the researcher may go back either to the process or output.

Statement of the Problem

The main objective of the study is to determine the Employability Status of

Teacher Education major in Content Courses Graduates of University of Rizal System
Angono Campus , the study answered the following questions:

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

1.1 Age;
1.2 Sex;
1.3 Religion;
1.4 Civil Status;
1.5 Course;
1.6 Number of Years in Tertiary Level;
1.7 Honors Received;
1.8 Status while Being a Student;
1.9 Highest Educational Attainment;
1.10 National Government Examination;
 1

1.11 Previous Employment History;

1.12 Reasons for Leaving Previous Jobs;
1.13 Current Employment;
1.14 Main Reason Why Accepted in the Job; and
1.15 Possible Reasons of Unemployment?
2. What is the status of the Employability Status of Teacher Education major in Content
Course Graduates of University of Rizal System Angono Campus Academic Year 2019
with respect to:
2.1 Pre- employment Experience;
2.2 Adjustment in the Job;
2.3 Professional Growth;
2.4 Engaging to Extra Income; and
2.5 Planning for Future Achievement?

3. What are the coping mechanisms the respondents do in order to adjust to

encountered problems in employment such as:
3.1 Communication;
3.2 Relation with others;
3.3 Culture;
3.4 Finances; and
3.5 Lacks of Skills?

4. How could University of Rizal System- College of Education improve the services to
attain employable individuals?

Scope and Limitations

This study focused on,” Employability Status of teacher Education Major in
Content Courses Graduates of University of Rizal System Angono Campus Academic
Year 2019”.
The respondents of the study were twenty (20) of Teacher Education Students
Majoring in Content Courses; Graduates of University of Rizal System Angono Campus
Academic year 2019. They were described in terms of profile of the respondents, status
of employment, factors that affect the job choice, life
 1

satisfaction, problems encountered and the relationship of the encountered problems

which were included in the checklist-survey questionnaire made by the researchers and
evaluated by the experts before utilizing. The questionnaire was the main instrument of
the study in gathering the needed data to find out the Employability Status of Teacher
Education Major in Content Courses Graduates of University of Rizal System Angono
Campus Academic year 2019.

Significance of the Study

This Research is Significant to the following.
Graduates. This will help them to have insights about the present status of their batch.

Students. This will help them realize whether the knowledge and skills developed in
the program would be useful to them in their future careers. It will also encourage them
to appreciate and pursue their course.

Teachers. This serves as a guide on how teacher's handle the problem of over
population in class Future Researchers. This is an immense help to future researchers
because it serves as their guide in making their first research.

Parents. They will receive recommendations on how they can support their

children during these tough times. Using this research, they will be knowledgeable

about the situation of their child while taking their online class.

Definition of Terms

The following are the terms that appear throughout the study and defined
operationally.

Coping Mechanism. The solution used or applied by the respondents to cope up with
the encountered problems in employment.
Current Employment. It refers to the current work/job of the respondents
 1

Educational Attainment. It refers to the degree of education of the respondents.

Employment. It refers to the previous and current work of the respondents.
Employment Status. It is the status given to employees whether they are
permanent, contractual, or casual.
Employability. It refers to the capability of the respondents to be employed.
Graduates. One description of the respondents of the study.
Licensure Examination for Teachers. An examination administered by the
Professional Regulation Commission to teachers who would like to get a license to teach.
National Government Examination. An examination administered by any
government institution in the Philippines.
Previous Employment. It refers to the previous work/job of the respondents. Profile.
It refers to the respondent’s age, sex, religion, civil status and the other variables which
described the respondents.
Questionnaire. This refers to the main instrument of the study to collect the needed
data.
Respondents. It refers to the graduates of BEED major in content course in academic
year 2019 from University of Rizal System Angono Campus.
Salary Range. It refers to monthly income and one of the variables that determined the
status of employment of the respondents.
Status. It refers to the condition/position of the respondents with respect to
employment.
Underemployed. It refers to a person who works not in line with his/her field of
specialization and expertise.
Unemployment. This refers status of the respondents without job or work.
 1

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
The researchers employed the descriptive research method. Descriptive research
design is a scientific method which involves observing and describing the behavior of a
subject. It is concerned with condition of relation that exist; practices that prevail;
processes that are going on; effects that are being felt or trends that are developing.
The descriptive method also known as observation, as a research tool, comes with
both advantages and disadvantages that impact its application. By merely observing at a
given instance without any manipulation in its natural context, it makes the behaviors
exhibited more credible because they are occurring in a real, typical scenario as opposed
to an artificial one generated within a lab.1
The research design was appropriate for this study because the researchers
believed that descriptive research provides data and information of the respondents and
its environment. Through this method, the researcher wanted to know the previous and
current employment status of the respondents, if there is no significant relationship
between the employment status of the respondents to their profiles and to have an
additional information about the respondents who graduated in the year 2019 as
basis if the graduates are employable based on their background.
Setting of the Study
On November 13, 1996, Hon. Mayor Saturnino Tiamson, Rizal State College
President Dr. Heracleo Lagrada, and Hon. Governor Casimiro Ynares Jr., signed a
Memorandum of Agreement on the operation of an extension campus in Angono
following the passing of Resolution No. 96-128 dated September 17 by the Sangguniang
Bayan ng Angono, and Resolution No. 449- 96 of Mayor Saturnino Tiamson.
 1

Temporarily situated at Angono National High School, Rizal State College

Angono opened its doors to the community on June 16, 1997. On December 7, 1997, the
two-storey building with 20 classrooms intended for Angono Campus was inaugurated
along Ibañez Street in front of Angono General Hospital and behind the Municipal Hall.
On December 7, 1997, the two-storey building with 20 classrooms intended for
Angono Campus was inaugurated along Ibañez Street in front of Angono General
Hospital and behind the Municipal Hall
From 828 students, 16 dedicated workforce and three institutes: Institute of
Cooperatives Economics and Management (ICEM), Institute of Arts and Sciences (IAS)
and Institute of Education and Home Technology (IEHT) in 1997 to 1,046 students, 41
committed manpower and two colleges: the College of Arts and Letters (CAL) and the
College of Education (COE) at present, Angono campus continues to serve not only the
youth of Angono but also the youth of neighboring municipalities in the province of Rizal
as the center for culture and the arts while also nurturing tomorrow’s nation builders
through its relevant program offerings. The University of Rizal System is a merger of two (2)
state colleges and a University extension campus-the Rizal Polytechnic College, Rizal State
College and the Rizal Technological University Antipolo Annex. The approval of Republic Act
9157 on August 11, 2001 established the University of Rizal System with URS Tanay as the main
campus and its satellite campuses in Morong, Pililla, Rodri-guez, Angono, Binangonan, Cainta,
Antipolo, Cardona and Taytay.
The IDSP office started having cooperation program with Southeast Asian Universities
Particularly Thai Nguyen University of Vietnam on May 15, 2007. A Memorandum of
Agreement was signed by URS and the Thai Nguyen University on 15 May 2007, which was
approved through URS BOR Resolution No. 020-185-07 Initial phase of the program was the
sending to URS of faculty and students from Thai Nguyen University in June 2007 for Intensive
English Language Course. But prior to the arrival of the students, URS secured authority from the
Bureau of Immigration to accept foreign students per AAFS No. MCL-07-111 dated 20 June
2007.Afterwards, the students enrolled themselves in the URS campuses for undergraduate
programs for college students and graduate programs for faculty. They followed the URS
curriculum and
 1

schedule, and they are immerse with Filipino students. Beginning December 2007, URS opened a
Master of Business Administration (MBA) course at Thai Nguyen University. On March 30,
2008, the formal launching of the program was held in Vietnam attended by URS officials then
CHED Region IV Director Dr. Isabel F. Inlayo.
Following strictly the curriculum of URS, faculty of URS went to Vietnam to teach
Intensive English as well as subjects in the MBA. The 27 MBA students who participated in the
first MBA program were able to graduate on April 17, 2010. Their graduation went thru the
process of approval from the local academic council to the University Academic Council.
 1

Figure 2:
Map of University of Rizal System Angono Campus
 2

Subject of the Study

The subject of the study are the previous graduates of Bachelor of Elementary
Education Major in Content Courses in University of Rizal System Angono Campus
Academic Year 2019. The respondents were composed of Nine
(9) males and eleven (11) females. Twenty (20) respondents who come from the
Municipality of Angono which is famous for their “Higantes Festival” that is for the
celebration of “Municipality of Angono”. It covered the 20 or 100 percent total number
of Teacher Education major in Content Course graduates in University of Rizal System
Angono.
Research Procedure
The researchers crafted the questionnaire-checklist based on supporting literature
and sought experts to validate them. After the instrument was validated, they scheduled a
date to administer the questionnaire-checklist to the respondents. During the scheduled
dates, the researchers look to the respondents via their email and their whereabouts over a
span of months to interview and to send or administer the questionnaire-checklist. The
questionnaire was then gathered and organized. The data gathered from the
questionnaire-checklist was then summarized and analyzed. Conclusions and
recommendations were drawn from the results of the analysis. The research paper
underwent necessary revision in preparation after those suggestions and
recommendations from the subject professor were incorporated. It was then submitted to
the subject professor for the finalization of hard bound copies of the study.
Sources of Data
To assess the employability Status of Teacher Education major in Content
Course Graduates of University of Rizal System Angono Campus Academic Year 2019,
the researchers used an adopted, modified, and validated questionnaire-checklist to gather
the necessary data.
The questionnaire was composed of four (4) parts including the profile of the
respondents, the factors that affects the respondents’ job choice, the problems
encountered by the respondents in their employment, and the coping
 2

mechanism of the respondents to overcome the encountered problems in their

employment.
The part on determining the Status of employability of education major in
Content Course of University of Rizal System Angono Campus teacher graduates of
2019, is composed of the statements corresponding to pre- employment experience,
adjustment in the job, professional growth, engaging to extra income, and planning for
future achievement which guided by a Likert scale. Likert scales can measure other
variations such as frequency, quality, importance, and like hood, and others. Each item
was rated using a five-point Likert Scale shown below:
Scale Range Verbal Interpretation
5 4.20 – 5.00 Very Much Experienced
4 3.40 - 4.19 Much Experienced
3 2.60 – 3.39 Experienced
2 1.80 – 2.59 Less Experienced
1 0.00 – 1.79 Least Experienced

This also includes an open-ended question on the respondents’ suggestions on

how University of Rizal System- College of Education can improve the services to attain
employable individuals.
Statistical Treatment
The researchers used the following different statistical tools in answering the
problems of the study:
Frequency, percentage, and rank were used to determine the profile of the
respondents in terms of age, sex, religion, civil status, course, number of years in tertiary
level, honors received, status as a student, highest educational attainment, National
Government Examination, previous employment, and current employment, as well as in
determining the main reason why accepted in the job, possible reasons of unemployment,
and reasons for leaving previous jobs.
 2

To determine the status of employment of Teacher Education major in Content

Course graduates of Angono Campus Academic year 2019 weighted mean was used.
To determine the coping mechanism used by the respondents in order to adjust
with the problems encountered at work, the responses were enumerated corresponding to
the problem encountered.
The responses on determining how the University of Rizal System- College of
Education can improve the services to attain employable individuals were also
enumerated.
 2

Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows the presentation, analysis and interpretation of data based on
the problem of study.
Problem number 1 The Profile of Respondents in Terms of
Age,Sex,Religion,Civil Status,Course,Number of Years in Tertiary Level,Honors
Received,Status as a Student,and Highest Educational Attainment.
Table 1
Frequency and Percentage Distribution of the Respondents
in Terms of Age
Age F % Rank
21 years old 1 5.0 3
24 years old 17 85.0 1
26 years old 1 5.0 3
32 years old 1 5.0 3
Total 20 100%
Table 1 presents the Profile of Respondents in Terms of their Age.
It can be observed from the table that most of the respondents are in the age of 24
years old ranked first with a frequency of 17 or 85.0 percent of the sample population. In
the face of population ageing, it is commonly believed that younger workers must be
stimulated to stay longer in the labor force.
In terms of age, most of the respondents are in the age of 24 years old rank
first with a frequency of 17 or 85.0 percent of the sample population.

Table 2
Frequency and Percentage Distribution of the Respondents
in Terms of Sex
Sex f %
Male 9 45.0
Female 11 55.0
Total 20 100%
 2

Table 2 presents the Profile of the Respondents in Terms of Sex.

It can be seen from the table that majority of the respondents were female, with a
frequency of 11 or 55.0 percent of the sample.

In terms of sex,majority of the respondents were female, with frequency of 11 or

55.0 percent of the sample.

Table 3
Frequency and Percentage Distribution of the Respondents
in Terms of Religion
Religion f % Rank
Roman Catholic 12 60.0 1
Christian 6 30.0 2
Iglesia Ni Cristo 1 5.0 3.5
Latter –Day Saints 1 5.0 3.5
Total 20 100%

Table 3 presents the Profile of the Respondents in Terms of Religion.

It can be gleaned from the table that most of the respondents were Roman
Catholic, rank first with a frequency of 12 or 60.0 percent of the sample. Iglesia Ni
Cristo, Latter-Day Saints have the same least number with 1 or 5.0 percent.
In terms of religion,most of the respondents were Roman Catholic, rank first
with a frequency of 12 or 60.0 percent of the sample.

Table 4
Frequency and Percentage Distribution of the Respondents
in Terms of Civil Status
Civil status f %
Single 16 80.0
Married 4 20.0
Total 20 100%
 2

Table 4 presents the Profile of the Respondents in Terms of Civil Status.

As reflected from the table, most of the respondents are single, with a frequency
of 16 or 80.0 percent of the sample. And the least are married with the frequency of 4 or
20.0 percent of the sample.
In terms of civil status, most of the respondents are single, with a frequency of 16
or 80.0 percent of the sample.
Table 5
Frequency and Percentage Distribution of the Respondents
in Terms of Course

Course f %
BEED 20 100

Table 5 presents the Profile of the Respondents in Terms of Course.

It can be observed from the table that all the respondents are Bachelor of
Elementary Education major in Content Course with a frequency of 20 or 100 percent of
the sample. Career selection is one of the important choices students will make in
determining their future. This decision will impact them throughout their lives.
In terms of course, all the respondents are Bachelor of Elementary Education
major in Content Course with a frequency of 20 or 100 percent of the sample.

Table 6

Frequency and Percentage Distribution of the Respondents

in Terms of Number of Years in Tertiary Level
Number of years in tertiary level f %
4 years 17 85.0
5 years 3 15.0
Total 20 100%
 2

Table 6 presents the Profile of the Respondents in Terms of Number of Years in

Tertiary Level.
As reflected from the table that most of the respondents are 4 years in tertiary
level, with a frequency of 17 or 85.0 percent of the sample. While least of the
respondents took 5 years in tertiary level, with a frequency of 3 or 15.0 percent of the
sample.
In terms of No. years in tertiary level, most of the respondents are 4 year in tertiary
level, with a frequency of 17 or 85.0 percent of the sample.

Table 7
Frequency and Percentage Distribution of the Respondents
in Terms of Honors Received

No Honors Received f %
Respondents 20 100

Table 7 presents the Profile of the Respondents in Terms of Honors

Received.
It can be gleaned from the table that entire respondents are 100% total of non-
honors received in their Tertiary Level.
In terms of honor’s received, all of the respondents are 100% percent non-
honors received in their Tertiary Level.

Table 8
Frequency and Percentage Distribution of the Respondents
in Terms of Status as a Student

Status as a student f % Rank

Working 5 25.0 2
Non-Working 15 75.0 1
Total 20 100%
 2

Table 8 presents the Profile of the Respondents in Terms of Status as a Student.

It can be seen from the table that majority of the respondents are non- working
during their years in college, rank first with a frequency of 15 or 75.0 percent of the
sample, while the frequency of 5 or 25.0 percent of the sample are working students
ranked second.
In terms of status as a student, majority of the respondents are non- working
during their years in college ,rank first with a frequency of 15 or 75.0 percent of the
sample.

Table 9
Frequency and Percentage Distribution of the Respondents
in Terms of Highest Educational Attainment

Highest Educational Attainment f %

Bachelor’s Degree 20 100

Table 9 presents the Profile of the Respondents in Terms of Highest

Educational Attainment.
As reflected from the table all, 100% percent of total respondents are
bachelor’s degree, with a frequency of 20, the total sample.
In terms of highest educational attainment 100% percent of total respondents
are bachelor’s degree, with a frequency of 20 of total sample.
Table 10
Frequency and Percentage Distribution of the Respondents
in Terms of National Government Examination
National Government Examination f % Rank
Passer 14 70.0 1
Not passer 6 30.0 2
Total 20 100%
 2

Table 10 presents the Profile of the Respondents in Terms of National

Government Examination.
As from the table shown above, in Terms of National Government Examination,
most of the respondents are LET passer (Licensure Examination for teachers) with a
frequency of 14 or 70.0 percent of the sample and ranked first while the rest are not
passer with the frequency of 6 or 30% percent of total sample and ranked at least Second
Passing the Licensure Examination for Teachers (LET) is an indication of quality
education offered by Teacher Education Institutions (TEI’s) in the country.
In terms of National Government examination, most of the respondents are
LET passer and ranked as first with a frequency of 14 or 70.0 percent of the sample.
Table 11
Frequency and Percentage Distribution of the Respondents in Terms of
Kind of Examination in National Government Examination

Kind of Examination f % Rank

Tesda /Bread and Pastry Production 1 5.0 2

None 19 95.0 1
Total 20 100%

Table 11 presents the Profile of the Respondents in Terms of Kind of

Examination in National Government Examination.
In terms of kind of examination in National Government Examination, it can
be observed that there is a least of the respondents who took the TESDA with a frequency
of 1 or 5.0 percent and ranked first out of 20 or 100% percent total of the sample.
However, Licensure Examination are usually one of the several criteria necessary to
qualify an entry into the teaching profession.
In terms of kind of Examination in National Government Examination there is a
least of out of all the respondents who took the TESDA with a frequency of 1 or 5.0
percent and ranked first out of 20 or 100% percent total of the sample.
 2

Table 12
Frequency and Percentage Distribution of the Profile of Respondents in
Terms of Rating in National Government Examination

Rating f % Rank

Passed 12 60.0 1
N/A 8 40.0 2
Total 20 100 %
Table 12 presents the Profile of the Respondents in Terms of Rating National
Government examinations.
As reflected from the table, most of the respondent’s ratings of National
Government Examination are passed and ranked as first with a frequency of 12 or 60.0
percent of total sample population.
In terms of National Government Examination date taken, most of the
respondent’s ratings of National Government Examination are passed and ranked as first
with a frequency of 12 or 60.0 percent of total sample population.
Table 13
Frequency and Percentage Distribution of the Respondents in Terms of the
Date Taken in National Government Examination

Date Taken f % Rank

September 2018 1 5.0 3.5

September 2019 6 30.0 2

January 2020 1 5.0 3.5

January -March-June-July-Sept. 2022 12 60.0 1

Total 20 100%
 3

Table 13 presents the Profile of the Respondents in Terms of the Date Taken in
National Government Examination.
It can be observed from the table that most of the respondents took their National
Government Examination in September 2019 and ranked as second with a frequency
of 6 or 30.0 percent of total sample.
In terms of National Government Examination result rating, most of the
respondent’s ratings of National Government Examination are passed and ranked as first
with a frequency of 12 or 60.0 percent of total sample population.
Table 14
Frequency and Percentage Distribution of the Profile of
Respondents in Terms of Number of Times Taken the National
Government Examination

Number of times taken the f % Ranks

National Government Examination
Once 10 50.0 1
Twice 5 25.0 2.5
None taker 5 25.0 2.5
Total 20 100%

Table 14 presents the Profile of the Respondents in Terms of the Number of

Times Taken in National Government Examinations.
It can be gleaned from the table that most of the respondents took only once on
their examinations and ranked first, with a frequency of 10 or 50.0 percent of the sample.
Not taker and failed was ranked the least, with 5 or 25.0 percent of the total respondents.
In terms of National Government Examination no. of times taken, most of the
respondents took only once on their examinations and ranked first , with a frequency of
10 or 50.0 percent of the sample.
 3

Table 15
Frequency and Percentage Distribution of the Respondents in Terms of
Nature of Employment in Previous Job

Nature of Employment f % Rank

Permanent 6 30.0 2
Contractual 9 45.0 1
Probationary 1 5.0 4
N/A 4 20.0 3
Total 20 100%

Table 15 presents the Profile of the Respondents in Terms of the Nature of

Employment in Previous Employment.
It can be seen from the table that teaching ranked as the highest in employment to
their previous employment same as those who have contractual job experience of the
respondents with frequency of 9 or 45.0 percent while probationary ranked at least, with
1, comprising 5.0 percent from the sample population. Having some work experience of
any kind shows employers that you are motivated to develop yourself and learn new
things – and this drastically improves your employability in the process. It gives you
something to put on your CV rather than fill in the blanks with fodder and also makes for
a great conversation piece in a job interview.
In terms of nature of employment in their previous employment, teaching ranked
as the highest in employment to their previous employment same as those who have
contractual job experience of the respondents with frequency of 9 or 45.0 percent.

Table 16
Frequency and Percentage Distribution of the Respondents in Terms of
Number of Years/Months Employed in the Previous Job
 3

Number of Years/Months Employed in f % Rank

the Previous Job
1 year 7 35.0 1
2 years 3 15.0 4
3 years 6 30.0 2
No previous employment 4 20.0 3
Total 20 100%

Table 16 presents the Profile of the Respondents in Terms of Number of

Years/Months Employed in Previous Employment.
As reflected from the table, those who have one year experience in their
previous employment is ranked first with the frequency of the 7 or 35.0 percent. While
those who have 3 years are 6 or 30.0 percent of the respondents got the highest
duration in terms of years employed in the previous. Those who have 2 years are 3 or
15.0 percent experience in work. Employees who aim to advance their careers by
crossing organizational, industrial, or occupational boundaries may gain helpful
insights about factors involved in these distinct types of mobility.
In terms of no. of years employed, those who have one year experience in their
previous employment are ranked first with the frequency of the 7 or 35.0 percent.

Table 17

Frequency and Percentage Distribution of the Respondents in Terms of

Position/Rank in Previous Employment

Position/Rank f % Rank
Advisor II, Blended Support 1 5.0 4.5
Call center representative 1 5.0 4.5
Credit Specialist 1 5.0 4.5
Enumerator 1 5.0 4.5
Teacher 12 60.0 1
 3

N/A 4 20.0 2
Total 20 100%

Table 17 presents the Profile of the Respondents in Terms of

Position/Rank in Previous Employment.
It can be seen from the table that teaching ranked the highest in position/rank of
the respondents to their previous employment, with the frequency of 12 or 60.0 percent
of the sample, followed by Adviser II Blended Support, Call center Representatives,
Credit specialist and Enumerator ranked at least, with 1, composing 5.0 percent of the
respondents.
College graduates leave school with a degree in their hands and enthusiasm for
the career they want to build. But when they start looking for employment in earnest,
sometimes getting that career started does not go as well as planned. Fortunately,
there are things you can do if your job hunt stalls. Find out why you may be having
trouble landing a job after graduation. Plus, get expert perspectives on common mistakes
recent graduates make, and discover tips to stay motivated when morale is low.
In terms of previous employment teaching ranked the highest in position/rank of
the respondents to their previous employment, with the frequency of 12 or 60.0 percent
of the sample.
Table 18
Frequency and Percentage Distribution of the Respondents in Terms of
Salary Range in Previous Job

Salary Range F % Rank

10,000 and below 5 25.0 3.5
10,001-15,000 5 25.0 3.5
15,000 and above 4 20.0 5.0
Total 14 70.0 1
 3

Table 18 present Profile of Respondents in Terms of Salary Range in Previous

Job
Basic salary is the base income of an individual. It is a fixed part of one's
compensation package. A basic salary depends on the employee’s designation and the
industry in which the employee work.
In terms of previous employment,the most of the respondents received their
basic salary amounting of 10,001 -15,000 below with the frequency 5 or
25.0 percent of total sample.

Table 19
Frequency and Percentage Distribution of the Respondents in Terms of
Reasons Why Leaving the Previous Job

Reasons Why Leaving the Previous Job f %

Salaries/Benefits 7 35.0

Career Challenged 8 40.0

Special Skills 6 30.0

Proximity to Residence 5 25.0

Stressed Out 7 35.0

Other reason 1 5.0

Table 19 presents the Profile of the Respondents in Terms of Salary Range

in Previous Employment.
It can be gleaned from the table that most of the respondents received their
basic salary amounting of 10,001 -15,000 below with the frequency 5 or
25.0 percent of total sample.
It can be observed from the table that career challenged ranked as the no. 1 reason for the
respondents in leaving their previous jobs with total frequency of 8
 3

or 40 percent, while salaries and stressed out has the same frequency of 7 or 35 percent.
followed by special skills with the frequency of 6 or 30 percent. However, proximity to
residence ranked as the lowest frequency of 5 or 25 percent reason in leaving their
previous job. On other reasons for leaving the previous job is the special skills challenge,
toxic environment, unprofessional management and focusing to their daughter.
In terms of the respondents’ reasons why leaving the previous job career
challenged ranked as the no. 1 reason for the respondents in leaving their previous jobs.
With total frequency of 8 or 40 percent.
Table 20
Frequency and Percentage Distribution of the Respondents in Terms of
Nature of Current Employment

Nature of Employment F % Rank

Permanent 7 35.0 2
Contractual 8 40.0 1
N/A 5 25.0 3
Total 20 100%

Table 20 presents the Profile of the Respondents in Terms of the Nature

Employment in Current Job.
As reflected from the table most of the respondents except those who are not
employed are in contractual type of employment and ranked as the highest with a
frequency of 8 or 40.0 and percent of the sample population.
In terms of nature of employment in current employment those who are not
employed are in contractual type of employment ranked as the highest with a frequency
of 8 or 40.0 and percent of the sample population. In terms of number of year/month
respondents those who are employed are currently working for 2

years and 1 year below with a frequency of 5 or 25.0 percent of the respondents.
 3

Table 21
Frequency and Percentage Distribution of the Respondents
in Terms of Number of Years/Months in Current Job

No. of Years/Month Employed f % Rank

1 year and below 5 25.0 2
2 years 5 25.0 2
3 years 4 20.0 4
4 years 1 5.0 5
N/A 5 25.0 2
Total 20 100%

Table 21 presents the Profile of the Respondents in Terms of Number of

Years/Months Employed in Current Job.
It can be seen from the table that most of the respondents those who are employed
are currently working for 2 years and 1 year below with a frequency of 5 or 25.0
percent of the respondents followed by 3 years, with the frequency of 4 or 20.0 percent,
and 4 years were ranked as the least number of years/months employed with 1,
composing 5.0 percent of the sample. However, that 5 or 25.0 percent of the sample
population are currently unemployed.
In terms of number of year/months employed, most of the respondents those who
are employed are currently working for years and 1 year below with a frequency of 5 or
25.0 percent of he respondents .

Table 22
Frequency and Percentage Distribution of the
Respondents in Terms of Inclusion in the Current Job

Duration F % Rank
1 year 4 20.0 4
2 years 5 25.0 2
 3

3 years 5 25.0 2
4 years 1 5.0 5
Not currently employed 5 25.0 2
Total 20 100%

Table 22 presents the Profile of the Respondents in Terms of Number of

Years/Months in the Current Job.
It can be observed from the table that most of the respondents are working
from 2-3 years under the current employment, with a frequency of 5 or
25.0 percent of the sample population.
In terms of current employment duration, most of the respondents
has a 2-3 years inclusion to their current job, with a frequency or 25.0 percent of the
sample population.

Table 23
Frequency and Percentage Distribution of the Respondents
in Terms of Current Position/Rank

Position/ Rank F % Rank

Advisor II, Blended Support 1 5.0 5
Apple Specialist Mentor 1 5.0 5
Call center representative 1 5.0 5
Credit specialist 1 5.0 5
Private tutor 1 5.0 5
Teacher 11 55.0 1
Not currently employed 4 20.0 2
Total 20 100%

Table 23 presents the Profile of the Respondents in Terms of

Position/Rank in Current Employment.
 3

As reflected from the table, teaching ranked as the highest in position/rank of the
current employed respondents, with a frequency of 11 or 55.0 percent while advisor II
Blended Support, Apple Specialist Mentor, Call Center Representative, Credit Specialist
and private Tutor ranked as least, with 1, composing 5.0 percent of the sample.
In terms of current employment position or rank,teaching ranked as the highest in
position/rank of the current employed respondents with a frequency of 11 or 55.0 percent.
Table 24
Frequency and Percentage Distribution of the Respondents
in Terms of Current Salary Range

Salary Range F % Rank

10,000 and below 6 30.0 1.5
10,001-15,000 4 20.0 3.5
15,000 and above 4 20.0 3.5
No Response 6 30.0 1.5
Total 20 100%

Table 24 presents the Profile of the Respondents in Terms of Salary Range

in Current Employment.
It can be gleaned that most of the respondents who are currently employed have a salary
range of 10,000 and below which ranked first with a frequency of 6 or
30.0 percent while only 4 or 20.0 percent receive 15,000 above which ranked lea

. In terms of current salary range, most of the respondents who are

currently employed have a salary range of 10,000 and below.

 3

Table 25
Frequency and Percentage Distribution of the Respondents
in Terms of Main Reasons Why Accepted in the Job

Main Reasons Why Accepted in the Job f % Rank

University Ranking 1 5.0 8
Work Experience 6 30.0 4
Personal Connection 5 25.0 5
Occupation Skills 10 50.0 1
Practical Exercise 7 35.0 3
Language Skills 8 40.0 2
IT Skills 3 15.0 6
Religion 2 10.0 7
Total 42 100%

Table 25 present the Respondents in Terms of Main Reasons Why Accepted in

the Job
In terms of current type of employment .most of the respondents except those
who are not employed are in contractual type of employment and ranked as the highest
with a frequency of 8 o 40.0 and percent of the sample population.
It can be seen from the table that, occupational skills, ranked highest as the main
reason why accepted in the job, based on the perception of the respondents, with a
frequency of 10 or 50.0 followed by language skills with the frequency of 8 or 40.0
percent, Practical Exercise with the frequency of 7 or 35.0 percent. However, University
ranking ranked as the least with frequency of 1 or
50. 0 percent of the total sample population.
Therefore, it concluded that most of the currently employed respondents are
accepted in their jobs because of their occupational skills.
 4

Table 26
Frequency and Percentage Distribution of the Profile of Respondents in
Terms of Possible Reason of Unemployment

Possible Reasons of Unemployment if f % Rank

Unemployed
Family concern 4 20.0 2
Health-related concern 2 10.0 3.0
Advanced further study 1 5.0 5.0
Lack of work experience 2 10.0 3.0
Lack of work experience, Other 1 5.0 5.0
Family concern, Other 1 5.0 5.0
N/A 9 45.0 1
Total 20 100%

Table 26 presents the Profile of the in terms of possible reasons for

unemployment
It can be gleaned from the table that family concern has the highest ranked
among the possible reason for unemployment, with a frequency of 4 or
20.0 percent of the total sample.
In terms of current type of employment .most of the respondent except those who
are not employed are in contractual type of employment and ranked as the highest with a
frequency of 8 or40.0 and percent of the sample population.

Problem number 2 Status of Employment of Elementary Education Teacher

Graduates
 4

Table 27
Status of Employment of Elementary Education Teacher Graduates
Status of Employment Mean Std. Deviation RANK
A. Pre- Employment 3.05 1.145 1
B. Adjustment in the Job 2.85 1.112 2

C. Professional Growth 2.76 1.249 4

D. Engaging to Extra Income 2.07 1.103 5

E. Planning for Future Achievement 2.80 1.286 3

Grand Mean 2.71 0.892

Table number 27 present the Status of Employment of Education Teacher

Graduates.
It can be seen on the tablet that Pre- employment experience with computed mean
of 3.05 has the highest ranked number of extent problems encountered by the respondent
in terms of status of employment status. The finding supports the assertion of Heathfield,
S (2021) that the company may request what is known as "supporting documentation" to
complete your application but as the result most of the respondents’ experience to not
completing their documents. Lack of confidence can also have a dramatic effect on your
career. It will keep you in your comfort zone because that is where you feel safe with
minor risk of failure. As also supported by Marcus, B. (2017) that lack of confidence
prevents from leaving an unpleasant work situation, seeking stretch assignments, or
applying for a new position and there is no denying that teaching in a public school
provides job security. You become an employee of the government, so you are entitled
to tenure. When it comes to salary, the public school system often offers more benefit
packages than the private school system. Therefore, more graduates are competing for
public school jobs. Noblest as said, teaching can be both rewarding and frustrating, hence
not a career for everyone. However, engaging to extra income has the lowest with the
computed mean of 2.07 or respondents’ least experience. It can be concluded that the
most
 4

extensive problem encountered by the respondents is in their pre-employment experience

before they got employed in line with their course.
In terms of possible reason of unemployment, family concern has the highest
ranked among the possible reason for unemployment, with a frequency of 4 or 20.0
percent of the total sample.

Problem number 3 Respondent Coping Mechanism in Order to Adjust to the Problem

in Terms in Communication, Relation with Others,
Culture,Finances,and Lack of Skills.
On The Respondents Coping Mechanism in Order to Adjust to the
Problems in Terms in Communication, Relation with Others, Culture,
Finances, and Lack of Skills

With respect to Communication, the respondents are reading lot of

novels/stories/history/literature to further enhanced their vocabulary and help them to
become a proficient and fluent spokesperson without putting stress on their health, they
also seek some advice for more experienced on their colleagues.
In Relation with Other, the respondents keep on observing the behavior of other
people surrounding them. It helps them a lot to be good subordinates but not to the point
they compromise their own beliefs. Socializing by attending some occasions helps also to
have a tighter bond that results in our harmonious relationship with other colleagues
inside the institution. Respecting co-workers always and being professional are always
considered. According to other respondent’s experience they set boundaries to maintain a
good relationship.
Coping up with the problems in terms in culture, the respondents are learning to
adjust, adapting, embracing the practices in the work field, with different culture and
practices, they find it hard to come up with, but through observation to the given
scenarios, they manage to overcome it. In addition, the respondents value and support
their colleagues on worksite. To avoid culture shock, they also learned the culture, belief,
and practices of the preferred new environment (workplace) because as what the
respondents said not aware in the
 4

culture of their surroundings, they will not be able to perform well academically and
administratively. Open mindedness and being able to accept individual differences are a
big help to them.
The respondents deal with their financial problems through seeking financial
advisors. They are also practical, prioritizing the needs and asking their parents for more
information to manage their financial status.
To enhance their skills and other special skills to have, the respondents cope up
with their lack of skills through trainings, taking more vocational courses, attending
seminars, workshop and enrolling in TESDA, Another, they try to, practice then apply.
Seeking an advice and suggestions to their senior colleagues. Learn from others as well
as researching and asking for help. According to them, they are in the era of
technologies’ is superb. There is no reason to be incompetent so try new things and
embrace change, having initiative to learn something through reading and watching
videos or co-workers to learn things which will be useful.
There are other ways the respondents handled some difficult situations are
motivating themselves to just do their best in everything they do, create extra sources of
income, and be mindfulness.
Problems number 4 Respondents’ Recommendation on How University of Rizal
System- College of Education Improves the Services to Attain Employable Individuals

Respondents’ Recommendation on How University of Rizal System-

College of Education Improves the Services to Attain Employable
Individuals

Based on the recommendation collected on how University of Rizal System-

College of Education can improve the services to attain employable individuals, the
respondents pointed out the following:
More trainings, seminars, and hands-on activities. By providing a necessary
education that every student needs to experience just like what they have
experienced in URSA before. Open more programs and provide
 4

more on the job trainings. Continue updating the curriculum that can help the
students to improve and to enhance their skills, so they have the confidence to be
employed even in big schools.
Provide work-integrated learning opportunities and Create an Innovative
Programs that will provide unique or specialized thematic instruction.
Continuously created bridges for potential linkages and networking.
Have more on-the-job trainings and meaningful seminars to help the students
prepare to real life situations of employment. To achieve this, the university itself
must use their deep knowledge of research to reinvent both the curriculum
and the way they deliver it.
Hire competent professors and lessen the teaching loads of part-timers.By proper
training to enhance their teaching practice in order to build their confidence/
interpersonal skills, organize their skills, to become effective in the future.
Extend the ST experience, and offer NC training to their students, and offer
seminars as much as possible with CPD units, University of Rizal system may
also focus teaching their students about different forms LIS and other paper
works, so that the student practice time management between administrative
works and Academic facilitator.
Assure the availability of professors to maximize time in instructing their
students, and lessen multiple activities given to students; to plan and create more
conceptualized demonstrations.
Create more partnerships with the public and private sectors led by students for
more exposure to help them build confidence during job hunting.
 4

Chapter 4
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion drawn, and
recommendation offered.
Summary of Findings
Based on the analysis and interpretation of data, the findings are summarized:
Problem number 1 The Profile of Respondents in Terms of
Age,Sex,Religion,Civil Status,Course,Number of Years in Tertiary Level,Honors
Received,Status as a Student,and Highest Educational Attainment.Regarding the Profile
of Respondents who are BEED Content Course Major graduates, most of them were
female, single, Catholic and twenty-four (24) years old; all of the respondents have no
honors received, non-working during their tertiary level, and their bachelor’s degree as
the highest educational attainment; ten (10) out of twenty (20) respondents have taken
and passed the Licensure Examination for Teachers once, five of them taken twice and
also passed from September 2019 to September 2022. Five (5) of them did not take the
examination and one respondent took the TESDA assessment focused on Bread and
Pastry Production; most of the respondents have contractual job with at most one-year
experience in teaching in their previous employment with the basic salary amounting of
10,000 -15,000 before jumping up into another career with the reasons of career
challenged, salaries/benefits issue and stressed out, other reasons are special skills, and
proximity to residence; most of the respondents are currently employed as contractual for
1 – 2 years and only one of them was working for 4 years, most of them have teaching
positions with salary of 10, 000 and below and accepted because of their occupational
skills; most of them have pre-employment experience and the main reason for
unemployment is family concern.
Problem number 2 Regarding the Status of Employment of Education Teacher
Graduates of Bachelor of Elementary Education Academic Year 2019 respondents have
pre- employment activities and some difficult experiences
 4

before they are hired in the field of teaching in line with their college course. In the
time of employment or applying what they learned as a teacher in the real institution, the
respondents encountered problems on dealing with colleagues or the other people in the
field which push them to seek for ways to easily adapt to new work environment.
Problem number 3 Regarding Coping Mechanisms of the Respondents in Order to
Adjust to the Problems the respondents are reading varied materials to further enhanced
their vocabulary to be proficient and fluent in communicating in the workplace as well as
accepting technical assistance from the experts in the field. They learn to keep
harmonious relationship with other colleagues inside the institution as a professional. To
avoid culture shock, they manage to adapt to the activities and process going on in the
education system. Financial problem is one of the problems during the first year of
teaching which motivate the respondents in prioritizing the needs and asking help from
their parents. Enhancing their skills and add more special skills to grow professionally
are the needs of the respondents which are necessary in the time of job application
specifically as technology or digitally equipped as teachers for the 21st learners.

Problem number 4 Regarding of Recommendations on how the University of

Rizal System- College of Education can Improve the Services to Attain Employable
Individuals.The researchers have identified from the respondents that the school
continues need to create more partnerships to public and private sectors led by students
for more exposure to help them build confidence during job hunting.
Conclusions
Based on the findings of the study the following conclusions are drawn:
Problem number 1 The Profile of Respondents in Terms of Age,
Sex,Religion,Civil Status,Course,Number of Years in Tertiary Level,Honors
Received,Status as a Student,and Highest Educational Attainment. Not all graduates
of Elementary Education major in Content Course are employed as teachers and not
all of them are LET passers in their first attempt of taking the Licensure examination
for teachers.
 4

Problem number 2 Regarding the Status of Employment of Education Teacher

Graduates of Bachelor of Elementary Education Academic Year 2019 respondents have
pre- employment activities and some difficult experiences before they are hired in the
field of teaching in line with their college course. In the time of employment or
applying what they learned as a teacher in the real institution, the respondents
encountered problems on dealing with colleagues or the other people in the field which
push them to seek for ways to easily adapt to new work environment. Some of the
graduates of Elementary Education major in Content Course are underemployed and
worked for 1 -2 years before employed in a particular school either in private as
contractual teacher or in public as a permanent job.
Problem number 3 Regarding Coping Mechanisms of the Respondents in Order to
Adjust to the Problems the respondents are reading varied materials to further enhanced
their vocabulary to be proficient and fluent in communicating in the workplace as well as
accepting technical assistance from the experts in the field. They learn to keep
harmonious relationship with other colleagues inside the institution as a professional. To
avoid culture shock, they manage to adapt to the activities and process going on in the
education system. Financial problem is one of the problems during the first year of
teaching which motivate the respondents in prioritizing the needs and asking help from
their parents. Enhancing their skills and add more special skills to grow professionally
are the needs of the respondents which are necessary in the time of job application
specifically as technology or digitally equipped as teachers for the 21 st
learners.Occupational skills are the significant factors to be employed while the salary
range is the main reason for the respondents to choose a certain job.

Problem number 4 Regarding of Recommendations on how the University of

Rizal System- College of Education can Improve the Services to Attain Employable
Individuals.The researchers have identified from the respondents that the school
continues need to create more partnerships to public and private sectors led by students
for more exposure to help them build confidence during job hunting.Building confidence
in job application and dealing with others in the
 4

workplace or co-workers are the indicated problems encountered by most of the respondents.
Recommendations
Based on the findings of the study and conclusion drawn, the following are
recommended:
Problem number 1 The Profile of Respondents in Terms of Age, Sex,
Religion,Civil Status,Course,Number of Years in Tertiary Level,Honors
Received,Status as a Student,and Highest Educational Attainment.
The graduates must be equipped on the mastery of teaching with their field of
specialization by continuing graduate studies, other advanced studies, and enroll in
training courses or relevant seminars.
Problem number 2 Regarding the Status of Employment of Education Teacher Graduates
of Bachelor of Elementary Education Academic Year 2019 respondents have pre-
employment activities and some difficult experiences before they are hired in the field of
teaching in line with their college course.
The university community may keep on intensifying its services especially in the
instruction in preparing the future graduates for their career placement after graduation.
Problem number 3 Regarding Coping Mechanisms of the Respondents in Order to
Adjust to the Problems the respondents are reading varied materials to further enhanced
their vocabulary to be proficient and fluent in communicating in the workplace as
well as accepting technical assistance from the experts in the field The curriculum
developers may continue updating the curriculum that can enhance students’ skills in
teaching and communication skills to build confidence. Problem number 4 Regarding
of Recommendations on how the University of Rizal System- College of Education
can Improve the Services to Attain Employable Individuals.The administration may
modify the course offering focusing on workforce relevant, lifelong learning, self-
awareness, work-integrated learning opportunities, and job application process.Program
creator may conduct innovative programs on unique or specialized thematic
instruction.The college of education may provide a Dedicated Portal to Jump-Start
Careers, and updated
 4

trainings on teaching skills. The university may continue to build a strong partnerships
to public and private sectors in the field of teaching.
 5

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Masters Degrees, Employment and Earnings - a guide. (n.d.). Retrieved

February09,2021,fromhttps://www.findamasters.com/advice/finding
/masters-employability.aspx

Mcleod, S. (2020, December 29). Maslow's Hierarchy of Needs. Retrieved February10,

2021, from
https://www.simplypsychology.org/maslow.htmlMeaningful Learning
Theory Jackhassard.org. (n.d.). Retrieved February04, 2021,
fromhttps://www.jackhassard.org/mos/2.10.html
 5

PBEd. (n.d.). Decentralizing Philippine Education. Retrieved February

09,2021,fromhttps://pbed.ph/blogs/11/Love%20Basillote/Decentralizing%2
0Philippine%20education

Performance in the Licensure Examination for Teachers and their Employability: Course
hero. (2021, February 05). Retrieved February09, 2021, from
https://www.coursehero.com/file/p4q25d56/performance-in-the-licensure-
examination-for-teachers-and-their
employability/AngonoRizalDestinationhttps://commons.wikimedia.org/wiki/
File:Angono_Rizal.JPG

PH unemployment Rate Down to 5.2% in January. (n.d.). Retrieved February 04, 2021,
from https://manilastandard.net/business/biz-plus/289485/ph-
unemployment-rate-down-to-5-2-injanuary.html#:~:text=By%20 educational
%20attainment%2C%2020.9%20percent,94.7%20percent %
20a%20year%20 ago

Pre-Employment Tests for Government & Public Sector Employers.

(n.d.).RetrievedFebruary09,2021,fromhttps://www.criteriacorp.com/solutions/pre-
employment-tests-for-government-public-sector-employers

Sanchez‐Gelabert, A., Figueroa, M., & Elias, M. (2017, April 21). Working Whilst
Studying in Higher Education: The Impact of the Economic Crisis on Academic
and Labor Market Success. Retrieved February09,2021, from
https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12212

Stirrett, S., & Gill, P. (2019, March 10). Universities and Colleges need to make
Graduates' Employment Outcomes a Top Priority. Retrieved February 04,
2021,fromhttps://www.theglobeandmail.com/business/commentary/
 5

article-universities-and-colleges-need-to-make-graduates-employment- outcomes/

The Gender Gap in Employment: What's Holding Women Back? (n.d.).

RetrievedFebruary09,2021,fromhttps://www.ilo.org/infostories/enGB/Storie
s/Employment/barriers-women

What is a Descriptive Research Method According to? (n.d.). Retrieved

February11,2021,fromhttps://askinglot.com/what-is-descriptiveresearch - method
-according-to

Writers, S. (2020, November 09). Can't Find a Job After College? Try these

Expert tips. Retrieved February09, 2021, from

https://www.learnhowtobecome.org/career-resource-center/cant-find-job- after-
college/
http://www.urs.edu.ph/PDF/CAMPUS_BROCHURES/URS-Angono.pdf

Local studies 2017 notes https://files.eric.ed.gov/fulltext/EJ1308154.pdf

https://www.sciencedirect.com/science/article/pii/S2590291120300449#:~:text=E
mployability%20tracer%20study%20of%20Information%20Technology%20Educ ation
%20graduates%20from%20a%20state%20university%20in%20the%20Phil ppines
 6

Appendix A
Gantt Chart
 6

Research
Activities

September

September
November

November
December

December
February
October

October
January
August

August
March

April

May
June

June
July

July
Title Proposal

Preparation of
Chapter 1,2 and 3

Search for
Related Literature
and Studies
Preparation and
Validation of
Research Made-
Test
Permission to
Conduct Study

Administration of
Researcher Made-
Test
Retrieval of the
Researcher Made
-test
Tallying,Tabulatin
g,and Analyzing of
the Researcher
Made-Test
Revision of
Chapters 1,2,and 3

Preparation of
Chapters 3and 4
Revision of
Chapters 1-4
Final Printing of the
Manuscript

Bookbinding

Submission of
Hard Bound
Copies.
 6

Appendix B
Letters
 6

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
COLLEGE OF EDUCATION
Angono Campus
JANUARY 26, 2022

FREDERICK CLYDE S. MAPA.

University Registrar
This University

Dear Sir,
Good Day!
The undersigned are 3rd year BEED student who are currently working on our
Undersigned Thesis entitled, “EMPLOYABILITY STATUS OF THE TEACHER
EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF UNIVERSITY OF
RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019”.With your
permission we would like to request ,The Master List of Elementary Education
Graduates of SY 2019, as part of our instrument for conducting our research to
make it valid.
Rest assured this information will be submitted to us will keep its confidential and be
studied for academic purposes only.

We hope a positive response for this on this request.

Thank you and God Bless.
Very truly yours,

GLORY JANE O. CASTILLON MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO ALEXIA LOUISE A. VILLAMAR

Noted by:

ROY VINCENT S. BOROMMEO, M,A,Ed., L,P,.T

Research Professor
 6

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
COLLEGE OF EDUCATION
Angono Campus
MAY 9, 2022

JOSEPHINE JAMERO, M.S. BIO.

Faculty Member
This University

Dear Madam:
Greetings!
We, the researchers, are requesting your professional expertise to validate our checklist
and questionnaire for our thesis, entitled “The EMPLOYABILITY STATUS OF THE
TEACHER EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF
UNIVERSITY OF RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019

Thank you for your support and God bless!

Sincerely,

GLORY JANE O. CASTILLON MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO ALEXIA LOUISE A. VILLAMAR

Noted by:

ROY VINCENT S. BORROMEO

Research Professor
 6

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
COLLEGE OF EDUCATION
Angono Campus

GLENN N. JARDIN, MS MATH

Faculty Member
This University

Dear Sir:
Greetings!
We, the researchers, are requesting your professional expertise to validate our checklist
and questionnaire for our thesis, entitled “The EMPLOYABILITY STATUS OF THE
TEACHER EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF
UNIVERSITY OF RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019
”.

Thank you for your support and God bless!

Sincerely,

GLORY JANE O. CASTILLON MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO ALEXIA LOUISE A. VILLAMAR

Validated on: May 20, 2022

Noted by:

ROY VINCENT S. BORROMEO

Research Professor
 6

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
COLLEGE OF EDUCATION
Angono Campus
February 26, 2021

ROY VINCENT BORROMEO, M.A.Ed.

Faculty Member
This University

Dear Sir:
Greetings!
We, the researchers, are requesting your professional expertise to validate our checklist
and questionnaire for our thesis, entitled “The EMPLOYABILITY STATUS OF THE
TEACHER EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF
UNIVERSITY OF RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019
”.

Thank you for your support and God bless!

Sincerely,

GLORY JANE O. CASTILLON MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO ALEXIA LOUISE A. VILLAMAR

Approved:

CELINA B. CERDA , M.A Ed.

Dean, COE
 6

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
COLLEGE OF EDUCATION
Angono Campus
[email protected]
JUNE 24,2022

CELINA B. CERDA, M,A, Ed., L.P.T

Dean, College of Education

This University

Dear Madam:

Greetings!

We, the undersigned, are third year students of Bachelor of Elementary Education Major in Content
Courses and as part of our academic requirements in Research 2 we would like to ask to permission to
conduct the study entitled The EMPLOYABILITY STATUS OF THE BEED MAJOR IN CONTENT
COURSE GRADUATES OF UNIVERSITY OF RIZAL SYSTEM ANGONO CAMPUS ACADEMIC
YEAR 2019 ”.

Thank you for your support and God bless!

Sincerely,

GLORY JANE O. CASTILLON MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO ALEXIA LOUISE A. VILLAMAR

Attached here with is a documents link to our survey.

https://docs.google.com/forms/d/1kUR9T5A_EoHkOTFVVjXc4k0_lihZCMz21Wpl7eurM2Q/prefill Noted

by:

ROY VINCENT S. BORROMEO

Research Professor
 6

Approved:

CELINA B. CERDA , M.A Ed.

Dean, COE
 6

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
COLLEGE OF EDUCATION
Angono Campus

Dear Respondents,

Greetings!

We, the Researchers of College Students of Bachelor of Elementary Education at University of Rizal System Angono,
are asking permission to conduct our survey,to former graduates of Bachelor of Elementary Education S.Y 2019
to participate in an undergraduate thesis that we are conducting titled “The EMPLOYABILITY STATUS OF THE
TEACHER EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF UNIVERSITY OF RIZAL
SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019 ”.

The study involves completing basic demographic information and set of surveys, you are invited to take part in
research study. This form is part of a process called “informed consent” To allow you to understand this study before
deciding whether to take part. Your participation in the research will be a great importance to address the current
issues of employment status.

In regard we are asking you for your precious time, and effort to answer all the survey’s and it is important and
helpful for the completion of our study.

Rest assured that all data gathered from you will be highly kept confidential and will not use your personal information
for any purpose’s outside of the study, also the researchers will not include your identity in the study reports. Data will
be kept secure by password protection and data encryption.

We are hoping for you to accept and participate in the study.

To begin the study, click the survey link,

https://docs.google.com/forms/d/e/1FAIpQLSestSf-
CVOwq6HA3N61S_rSftvpOUZPwLSgBMkMDz8j1gesjA/viewform?fbclid=IwAR1LAX7UWUea3aKZ7WWop
PPdAr8Zy3WAgjku1oO-oyi5mX91LX9BvBOwT38

Your positive response in this request will be valuable contribution for the success of our study and highly appreciated.

Thank you for your support and God bless!

Sincerely,
 7

GLORY JANE O. CASTILLON MHICA ELLA P. ESPLANA

NHOIME O. GAYONDATO ALEXIA LOUISE A. VILLAMAR

Noted by:

Validated : May 9, 2022

ROY VINCENT S. BORROMEO
Research Professor
 7

Appendix C
Instrument/

Questionnaire –

checklist
 7

TITLE: “ EMPLOYABILITY STATUS OF THE TEACHER EDUCATION MAJOR

IN CONTENT COURSE GRADUATES OF UNIVERSITY OF RIZAL SYSTEM
ANGONO CAMPUS ACADEMIC YEAR 2019

Appendix I

NAME: BATCH: 2019

Please fill in the boxes or check the space that corresponds to the answer.

1. Age :

2. Sex : M F

3. Religion :

4. Civil status : married widowed annulled

single legally separated

5. Course : BEED BSE ENGLISH

BSE MAPEH BSE SOCIAL STUDIES

6. No. of years in tertiary level : 4 years 6 years 8

years

5 years 7 years

7. Honors received: Cumlaude

Magna Cumlaude

Suma Cumlaude

Honours Received
 7

8. Status as a student: Working Non-working

9. Highest educational attainment:

Bachelor’s degree

Master’s degree

Doctorate degree

10. National Government Examination

Passed failed

If passed, please fill in the box below.

Examination Rating Date Taken No of
Times Examination
was taken

11. Previous Employment

Nature of employment No. of Years of Position Salary
years inclusion
(Permanent/
employed
Regular/Contractual/PNB
 7

12. Rank the following items according to your reasons, 1 as the highest and 6 at the
lowest.

Salaries/Benefits

Career challenged

Special skills

Proximity to residence

Stressed out

Other reasons if there are reasons not mentioned

13. Current Employment

Nature of No. of Years Duration Position/ Rank Salary Range
Employment employed

14. Main reasons why you are accepted in the job

Check the following items according to your reason; there could be

possible multiple answers.

University ranking

Work experience

Personal connection
 7

Occupational skills

Practical exercise

Language skills

IT skills

Religion

Job offering terms and Conditions

Other Please specify:

15. If unemployed, check the possible reasons of unemployment

Family concern

Health-related concern

Advanced further study

Lack of work experience

Other Please specify Please

specify

2. Experiences of employment of education teacher graduates

Check the space that corresponds to your experiences as a graduate of the College of
Education, University of Rizal System Angono Campus . Rate your answer based on
the scale below:
 7

5-Very Much Experienced

4- Much Experienced

3- Experienced

2- Less Experienced 1-

did not Experienced

After Graduation, as I search for jobs 5 4 3 2 1

and/or got my first job, I
encounter…
2.1 PRE-EMPLOYMENT
ACTIVITIES
1. Difficulty completing my
documents as I don’t have
enough money to use for
processing.
2. Not having enough confidence
to apply as a teacher.
3. Trying to apply to more than
one school to try my luck.
4. Deciding to apply as a teacher
since I found the salary too
low.
5. Contacting my friends and
schoolmates to help me out in
applying for a job.
6. Applying alone in the school
 7

where I first taught.

2.2 ADJUSTMENT IN THE JOB
1. Given tasks that I do not have
any background knowledge or
skill.
2. Not used in beating the
submission deadlines.
3. Difficulty dealing with other
colleagues.
4. Difficulty to execute activities
as an organizer.
5. Problems dealing with the
policies of the school.
6. Being assigned with different
or mismatched subjects.
2.3 PROFESSIONAL GROWTH
1. Having the feeling that my first
year of teaching would take me to
a more advantageous side of
passing the board
examination.
2. Not giving up as I had taken
the LET more than once.
3. Seeing my first job as a
hindrance for me in passing the
LET
4. Thinking that taking masters
right after graduation will be an
advantage on my part.
5. Thinking of taking NCs will
 7

provide a more competitive

edge.
6. The thought of shifting to another
career instead of pursuing anything
related to
teaching.
2.4 ENGAGING TO EXTRA
INCOME
1. Engaging in a home service
tutorial job.
2. Engaging into on-line selling.
3. Applying for an online tutorial
job.
4. Investing into networking.
5. Establishing my own business
such as beauty products or food
ventures.
6. Investing in sub-dealerships of
products.
2.5 PLANNING FOR FUTURE
ACHIEVEMENT
1. Taking Masteral units after
graduation.
2. Writing activity sheets, task
sheets, modules of books for
publication.
3. Attending seminars or training.
4. Re Enrolling in
another course.
5. Training in TESDA.
 7

6. Collaborating with other

former classmates for a possible
establishment of our own school.

16. Cite the coping mechanism do you do in order to adjust to the problems.

Problems Coping Mechanism

Communication
Relation with others
Culture
Finances
Lack of skills
Others

17. How could University of Rizal System- College of Education improve the
services to attain employable individuals? Please write your recommendations.
 8

Appendix D
Formulas Used in the

Study
 8

Percentage=Frequency Number of Respondents×100%

Percentage=---9×100%

Percentage= 45.0%

Weighted Mean
 8

Appendix E
Certificate from

Statistical Center
 8

Sample Certificate of Validation

Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Province of Rizal

www.urs.edu.ph / [email protected]
URS Tanay- Main Campus Tel: (02) 401-4900

UNIVERSITY STATISTICAL CENTER

Room 2, PREVAT Center, URS Morong, Rizal
Email Ad: [email protected]@univrs.edu.ph

C ER TI FI CA T I O N
Undergraduate

This is to certify that the thesis entitled “ THE EMPLOYABILITY STATUS OF THE
TEACHER EDUCATION MAJOR IN ONTENT COURSE GRADUATES OF
UNIVERSITY OF RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR 2019 ”
has undergone correct statistical analysis with the use of SPSS ID: 137, License/ Serial #

D0EJ8LL, D0ELMLL & D0EL2LL and Version 26 from this Office.

The accuracy of the processing of data and application of appropriate statistical tools
are under the supervision of Prof. Glenn N. Jardin, as Expert/ Consultant
Statistician.
This certification has been issued for oral defense requirement of the researcher/s.
Given this 22nd day of J uly 20 22 in Morong, Rizal.

ROY VINCENT S. BORROMEO, MAEd GLENN N. JARDIN, Ph. D. (Cand.)

Research Instructor Expert/ Consultant Statistician

CELINA B. CERDA, MAEd

Dean, College of Education

MARISSA F. REGALARIO, Ph. D.

Head, Statistical Center
 8

ROUTING SLIP

The manuscript entitled “EMPLOYABILITY STATUS OF THE TEACHER

EDUCATION MAJOR IN CONTENT COURSE GRADUATES OF UNIVERSITY
OF RIZAL SYSTEM ANGONO CAMPUS ACADEMIC YEAR - 2019”, has been
successful and presented by, GLORY JANE O. CASTILLON,MHICA ELLA P.
ESPLANA,NHOIME O.GAYONDATO and ALEXIA LOUISE A. VILLAMAR. It
has been reviewed and scrutinized and it is now recommended for finalization and
bookbinding.

GLENN N. JARDIN, MS MATH

Date Thesis Adviser

GLENN N. JARDIN, MS MATH ROY VINCENT S. BORROMEO M.A,

Ed.
Member 1 Member 2

Date Date

JOSEPHINE B. JAMERO, M.S. Bio.

Chairman

Date

CELINA B. CERDA, M.A.Ed.

Dean, College of Education

Date
 8

Curriculum

Vitae
 8

GLORY JANE O. CASTILLON

Blk 11 Lot 26 Baytown Homes Kalayaan Angono Rizal

09108576717

[email protected]

PERSONAL BACKGROUND

Gender : Female

Birthday : March 25,1989

Birthplace : Sagrada,Viga ,Catanduanes

Age : 33

Marital Status : Married Religion

: Roman Catholic

Father : Nonito T.Omanad

Mother : Marilyn O.Omanad

EDUCATIONAL ATTAINMENT

VOCATIONAL : Finishing Course for Call Center Agent NCII

Formerge Integrated School Technical Education

August 23-Sept.27,2013

TERTIARY : University of Rizal System Angono Campus

2018- recently
 8

SECONDARY : Sta.Lucia High School

3rd St.Doña JulianaIl,Sta.Lucia Pasig

2004-2008

PRIMARY : Sagrada,Elementary School

Sagrada, Viga,Catanduanes

1999-2004

SEMINARS/ TRAININGS ATTENDED

 1st & 2nd Day Webshop 2 for Parents and Students: Managing Multiple
Virtual Platforms in Response to the call of the New Learning
Environment

August 2020, University of Rizal System Angono Campus Via Google Meet

Virtual Platform Management Using Google Meet

 “ URS, Overcoming Challenges, Strengthening Resilience and Sustainable

Excellence in the New Normal”

Virtual Platform Management Using Google Meet

August 12,2020

 Ok sa DEPED WEBINAR SERIES 4: Oral Health Webinar in Celebration of the

Oral Health Month

March 3,20221 via Facebook Live

 Webinar on “ Pulso ng Kababaihan ng URS sa Pagharap ng Hamon Bagong

Normal.WE CAN MAKE CHANGE FOR WOMEN.”

March 18,2022 via Google Meet Virtual Platform Management Using

Google Meet
 8

 Day 1 “Webinar on “Orientation in Teaching Internship “

 Day 1 “Developing Communication Skills “

 Day 1 “New/ Latest Policies and Trends in DEPED “

August 18,2022,via google meet

 Day 2 “ Teaching Strategies” Face to Face (Online

Classes) August 23,2022.via google meet

 Day 3 “ How to use Excel in Community Student’s Grades”

August 25,2022,via google meet

 Day 4 “Classroom Management”

 Day 4 “ Coping Stress Management”

 Day 4 “ Revisiting the Code of Ethics “

August 26,2022 ,via google meet

 Day 5 “ Philippine Professional Standards for Teacher’s

 Day 5 “ How to make a Classroom Based Action Research (CBAR)

 Day 5 “ How to make E-Portfolio

August 26,2022,via google meet

CHARACTER REFERENCES
 8

CELINA B. CERDA, M .A.Ed.

Assistant Professor III

Dean of College of Education (URSA)

Mobile No. 09175233299

JOSEPHINE B. JAMERO, M.S. Bio.

Assistant Professor II

University of Rizal System Angono Campus

Mobile No.0918199812

MA. CORINA P. FELICIANO, L.P.T

Assistant Professor I

University of Rizal System Angono Campus

Mobile No.0998896760

I hereby certify that the above information is true and accurate

GLORY JANE O. CASTILLON

 9

MHICA ELLA P. ESPLANA

0911 St Joseph Tagpos,Binangonan Rizal

09266602450

[email protected]

PERSONAL BACKGROUND

Gender : Female

Birthday : May 23,2000

Birthplace : Binangonan, Rizal

Age : 22

Marital Status : Single

Religion : Catholic

Father : Meliton P. Esplana

EDUCATIONAL ATTAINMENT

Tertiary : University of Rizal System Angono Campus

Bachelor of Elementary Education Major in Content Course

2019- Present

Secondary : ICCT Colleges Foundation INC.

2013-2019
 9

Elementary : Tagpos Elementary School

2007-2013

SEMINARS/ TRAININGS ATTENDED

 Day 1 “Webinar on “Orientation in Teaching Internship “

 Day 1 “Developing Communication Skills “

 Day 1 “New/ Latest Policies and Trends in DEPED “

August 18,2022,via google meet

 Day 2 “ Teaching Strategies” Face to Face (Online Classes)

August 23,2022.via google meet

 Day 3 “ How to use Excel in Community Student’s Grades”

August 25,2022,via google meet

 Day 4 “Classroom Management”

 Day 4 “ Coping Stress Management”

 Day 4 “ Revisiting the Code of Ethics “

August 26,2022 ,via google meet

 Day 5 “ Philippine Professional Standards for Teacher’s

 Day 5 “ How to make a Classroom Based Action Research (CBAR)

 Day 5 “ How to make E-Portfolio

 August 26,2022,via google meet

 9

CHARACTER REFERENCES

GLENN JARDIN, MS MATH

Associate Prof. III

Universiry of Rizal System Tanay Campus

Mobile No.09054847039

CELINA B. CERDA, M.A.Ed.

Assistant Professor III

Dean of College of Education (URSA)

Mobile No. 09175233299

NELSON B. SEPATO, M, A, ED
English Professor Moblie

No.09064322638

I hereby certify that the above information is true and accurate

MHICA ELLA P. ESPLANA

 9

NHOIME O. GAYONDATO

23 Dollar St. Meralco Village, Taytay Rizal

Mobile No. +639774663749
[email protected]

PERSONAL BACKGROUND

Date of Birth : August 11,2000

Place of birth : Florence St. Muzon Taytay Rizal

Gender : Female

Civil Status : Single

Religion : Roman Catholic

Citizenship : Filipino

Father’s Name : Tonard S. Gayondato

Mother’s Name : Luz O. Gayondato

EDUCATIONAL ATTAINMENT

TERTIARY : University of Rizal System-Angono

Bachelor of Elementary Education

2019- present

SECONDARY : Viga Rural Development High School

2013-2019

PRIMARY : Ogbong Elementary School

2007-2013
 9

SEMINARS/ TRAININGS ATTENDED

 Day 1 “Webinar on “Orientation in Teaching Internship “

 Day 1 “Developing Communication Skills “

 Day 1 “New/ Latest Policies and Trends in DEPED “

August 18,2022,via google meet

 Day 2 “ Teaching Strategies” Face to Face (Online

Classes) August 23,2022.via google meet

 Day 3 “ How to use Excel in Community Student’s

Grades” August 25,2022,via google meet

 Day 4 “Classroom Management”

 Day 4 “ Coping Stress Management”

 Day 4 “ Revisiting the Code of Ethics “

August 26,2022 ,via google meet

 Day 5 “ Philippine Professional Standards for Teacher’s

 Day 5 “ How to make a Classroom Based Action Research (CBAR)

 Day 5 “ How to make E-Portfolio

August 26,2022,via google meet

CHARACTER REFERENCES
 9

 GLENN JARDIN, MS MATH

Associate Prof. III

University of Rizal System Tanay Campus

Mobile No.09054847039

 CELINA B. CERDA, M.A.Ed.

Assistant Professor III

Dean of College of Education (URSA)

Mobile No. 09175233299

 MA. CORINA P. FELICIANO, L.P.T

Assistant Professor I

University of Rizal System Angono Campus

Mobile No.0998896760

I hereby certify that the above information is true and accurate

NHOIME O. GAYONDATO
 9

ALEXIA LOUISE A. VILLAMAR

Blk 8 Lot 53 Santorini Estates Calumpang
Binangonan, Rizal.
09301636204
[email protected]

PERSONAL BACKGROUND

Gender : Female

Birthday : September 1, 2000

Birthplace : Calahan, Cardona Rizal

Age : 22

Marital Status : Single

Religion : Catholic

Father : Alejandro Villamar

Mother's Name : Liza Villamar

EDUCATIONAL ATTAINMENT

TERTIARY : University of Rizal System – Angono

Bachelor of Elementary Education
2019-present

SENIOR HIGH SCHOOL : Vicente Madrigal National High School

Humanities
 9

2018 -2019

JUNIOR HIGH SCHOOL: Guronasyon Foundation INC. National High School

2013-2017

PRIMARY EDUCATION : Tuna-balibago Elementary school

2006 – 2012

SEMINARS/ TRAININGS ATTENDED

 Day 1 “Webinar on “Orientation in Teaching Internship “

 Day 1 “Developing Communication Skills “

 Day 1 “New/ Latest Policies and Trends in DEPED “

August 18,2022,via google meet

 Day 2 “ Teaching Strategies” Face to Face (Online Classes)

August 23,2022.via google meet

 Day 3 “ How to use Excel in Community Student’s Grades”

August 25,2022,via google meet

 Day 4 “Classroom Management”

 Day 4 “ Coping Stress Management”

 Day 4 “ Revisiting the Code of Ethics “

August 26,2022 ,via google meet

 Day 5 “ Philippine Professional Standards for Teacher’s

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 Day 5 “ How to make a Classroom Based Action Research (CBAR)

 Day 5 “ How to make E-Portfolio

August 26,2022,via google meet

CHARACTER REFERENCES

GLENN JARDIN, MS MATH

Associate Prof. III
University of Rizal System Tanay Campus

Mobile No.09054847039

CELINA B. CERDA, M.A.Ed.

Assistant Professor III

Dean of College of Education (URSA)

Mobile No. 09175233299

MA. CORINA P. FELICIANO, L.P.T

Assistant Professor I

University of Rizal System Angono Campus

Mobile No.0998896760

I hereby certify that the above information is true and accurate

ALEXIA LOUISE A. VILLAMAR