1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction In todays world, demands on the employability and productivity of the education graduates have increased substantially. With the kind of graduates produce at present, people place the pressures on schools and the kind of educational system being rendered. We live in a nation longing for a global change, affecting youth, families, educational policies, practices and institutions worldwide. Brown (2004) defines employability as a persons capability of gaining initial employment, maintaining employment, and obtaining new employment if required. It is about being capable of getting and keeping fulfilling work. More comprehensively, employability is the capability to move self- sufficiently within the labor market to realize potential through sustainable employment. Moreover, employability depends on the knowledge, skills and abilities (KSAs) of an individual, the way they use those assets and present to employers, and the context within which they seek work. The Philippines has experienced its fair share of economic and social distress during the last decades. But the Philippines has a proud history of educational

development. It did everything right in the early years to build a strong foundation of human resources. It produced graduates that are prized for their industriousness,

ingenuity and resourcefulness. This in turn brings about the productivity that our nation is longing for. External productivity as defined by Coombs (1970), is the relationship between the cumulative benefits over time (as distinct from the immediate outputs) and the original educational inputs that made these benefits possible. Applied to educational programs, external productivity measures the private and societal returns of education. On the other hand Flores (2009) reported that based on the 2009 Labor Force Survey released by the National Statistics Office (NSO) recently, most of the 2,885,000 unemployed Filipinos today are new graduates and 49.2% of the total numbers of unemployed sector are under the age bracket of 15-24 years old. This is one of the main reason why the People Management Association of the Philippines (PMAP), through the initiative of its Academe- Collaboration Committee, joined hand- in- hand with the Coordinating Council of Private Education Association (CoCoPEA) for a special project which involved the need for information on the current gaps on the competencies needed by the graduates in applying for a job. In addition, Trade Union Congress of the Philippines (2010) reported that since the onset of the global crisis, between 2007 and 2009, unemployment among young people has increased by 7.8 million and the highest number ever struggling to find work in 2009 is 80.7 million. These grim statistics have been highlighted by the International Labor Office (ILO) in its latest report on Global Employment Trends for Youth, August 2010.

In the light of the aforementioned situations, the proponent of this research decided to conduct a study on determinants of employability and productivity of the Bachelor in Secondary Education Graduates in the Selected Private Colleges in Region III to respond to the thrust of relevance, responsiveness, quality and excellence which is a challenge to keep curricular program responsive to the needs of the society. This

explains why today Higher Learning Institutions are mandated by the Commission on Higher Education (CHED) to look into internal efficiency and external productivity which also serve as basis for coming up with recommendations for the improvement of the quality of instructions in these institutions.

Statement of the Problem The general problem of the study is: What are the determinants of employability and productivity of the Bachelor in Secondary Education Graduates in the Selected Private Colleges in Region III during Academic Year 2005- 2010? 1. What is the profile of the graduates in terms of: 1.1 age; 1.2 sex; 1.3 civil status; 1.4 educational attainment; 1.5 relevant trainings/seminars attended; 1.6 scholastic achievement; 1.7 eligibility and

1.8 student teaching performance rating? 2. How may the school related factors be described in terms of : 2.1 2.2 teaching competencies; physical plant and facilities and

2.3 curriculum and instruction? 3. What is the level of employability of graduates in terms of: 3.1 waiting time; 3.1.1 employment after graduation, 3.1.2 first employment or job after graduation, and 3.1.3 number of times application, 3.2 job relevance to training; 3.2.1 relevance of present job to course; 3.3 employment status? 4. What is the level of productivity of graduates in terms of: 4.1 readiness to the requirements of the job; 4.4.1. knowledge of work, 4.4.2. quality of work, 4.4.3. quantity of work, and 4.4.4. work values and attitudes? 4.2 salary increase; 4.2.1 number of times increased in salary, 4.2.2 years passed for the last salary increased and

4.2.3 range of salary increase? 4.3 number of times promoted; 4.3.1 number of years passed since the last promotion? 4.4 incentives/ benefits/ privileges and 4.5 awards, honors, recognition? 5. How do the profile of the secondary education graduates, the school related factors affect their level of employability and productivity? 6. Which among the factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates? 7. What are the implications of the study in relation to educational management?

Significance of the Study

This study is deemed significant to the following entities: Graduates. This study may provide an opportunity to look back and appreciate their Alma Mater as they evaluate their present status in connection with their previous academic trainings and skills and other experiences learned from school. It may also provide them wider insights about the significance of employability and productivity that they may be utilized in the world of their work and profession which are shaped by their assessments, perceptions and performance. Private Colleges. As the preferred alternative source of educational needs,

private colleges may directly benefit from this study. Findings may serve as a basis for

improving the many facets of school operation, its facilities and equipment, faculty, administrators, the quality of employability of the graduates and the like. Further, since these institutions have long been a partner of the government in educating the youth, the government or other private institutions may come up with resolutions for assistance to the private school sector for the improvement of facilities and instruction in every area of operation. Students. The students are the direct beneficiaries of the results of this study. It will also give them an idea of the demand picture of the curricular programs and insights on what and where they would be in the future. Such information would be useful in making decisions relative to the career plan considering financial resource situation, academic performance, skills development and likewise serve as a motivation to enhance their interest to finish the course as a proud graduate embedded with employability skills ready to face the world. Parents. The findings may also benefit the parents in their efforts to help their children land a job by giving them full support in the program they intend to pursue. Likewise, their utmost concern in making sure that their children may get the employment and an assurance that they receive the highest quality of education possible and relevant trainings, given their meagre resources which may enable them to give their full trust and support to the institution. It will also ensure them that the college is serious and optimistic in attaining its vision, mission and objectives anchored on its philosophy. Commission on Higher Education (CHED). As the local arm of the

government in ensuring quality in tertiary education and as envisioned to be the lead

catalyst in transforming the country into a prime knowledge center in Southeast Asia revitalizing the HEIs and ensuring that the renewed roles in a dynamic environment are fulfilled. Results of the study may serve as input in meeting the demands of the workforce. With the very essential information that would come out from this study, they would have a basis for determining the extent by which private tertiary education institution have been actually producing graduates who will be employable and productive employees in the chosen field. Board of Regents/Board of Trustees. As decision and policy makers of private colleges, findings of this study may be beneficial on their part as bases for planning, monitoring, evaluating and modifying the rules, regulations and policies needed to carry out the efficient and effective functions and purposes of the institution. This may also serve as guidelines in the decision making process in terms of employees appointment as recommended by the board. This will also serve as an additional data to initiate projects and programs as managerial practices are concerned to foster commitment to the faculty members and vice versa. Executive Council. Since this serves as the consultative council, this may give them the idea of improving themselves in such a way that they may be reminded for their role behavior towards employees and working environment conditions in terms of employability and productivity of graduates. The result of the study may stimulate the council to identify the strengths and weaknesses of the institutions functions and help improve the performance of the school that will bring about desirable changes for the future need of the work force.

Administrators.

Findings of this study may serve as guidelines for policy

direction in the formulation and implementation of relevant, appropriate and efficient faculty development program. It may also give them knowledge on the whereabouts of the graduates, whether they have successfully landed on teaching job or are they employed in different field or are still unemployed at present. This result may be used as effective bases for the improvement of the institutions educational system and give a better insights on the present status of the curriculum program, facilities, teachers teaching competencies which are the factors in producing well- equipped teachers ready to face the challenging world of teaching and contribute to the positive insights in the maintenance of favourable climate for teachers and students. College Deans. As school middle level managers, findings of the study may

create a significant insights on how they will prioritize and appraise college policies and school organizations to upgrade the quality of instruction. To better administer and supervise the faculty members to enhance their knowledge and skills in order to produce quality graduates not just employed but rather employable. Faculty. As potent factors in the organization, results of the study may create among the teachers renewed awareness of their primary responsibility in the development of sound values and better work attitude among the students. Such awareness may lead them to be more sensitive to specific aspects of their works as these are affected by their personal values. This in return may motivate them to modify their methodology of instruction suited and appropriate to the needs, interest and level of students.

Future Researchers. Future research investigations may find materials from this humble undertakings. They may benefit from this study by using the study as a basis for replication in another time and place. It may also provide them a view of how teaching could be very interesting.

Scope and Delimitation of the Study This study is focused on the determinants of employability and productivity of the Bachelor in Secondary Education Graduates in the Selected Private Colleges in Region III for the Academic Year 2005-2010. Included in the study are the College of the Most Holy Trinity, a private non - stock and non- sectarian tertiary educational institution in Brgy. Sacrifice Valley Hermosa, Bataan, Columban College, which is the oldest and the biggest private sectarian tertiary educational institution in the City of Olongapo, St. Joseph College, which is another private sectarian school, located in Olongapo City which has been in operations for seven years now and Tomas Del Rosario College, located in the City of Balanga, Bataan, which is a family - owned corporation and has been in operation for almost eight years now. Variables included in this study were the school related factors in terms of teaching competencies, physical plant, facilities, curriculum and instruction. On the person related factors, included age, sex, civil status, educational attainment, relevant trainings and seminars, scholastic achievement, eligibility and student teaching performance rating. Dependent variables namely: the graduates employability includes waiting time, job relevance to training and employment status. Productivity includes

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readiness of the graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. The main instruments used in this study were interview and questionnaires. Involved in the study are the presidents, deans and registrars of the private colleges. The researcher designed a questionnaire to be able to gather the necessary data needed in the study. Such questionnaire, which contents was opted from the reviewed instruments of unpublished materials with some modification and revisions. The nature of question in this study justified the use of questionnaire as a major tool for data gathering. There were two sets of questionnaires intended for the administrators and faculty members as respondents. Questionnaire for the administrators focus on productivity in terms of the readiness of the graduates to the requirements of the job while the other set focus on the employability and productivity of the faculty members as the respondents of the study. The questionnaire consist of five parts. The first part covered the personal data of the respondents consisting of name, age, sex, civil status performance rating, the second part covered the school related factors namely: teaching competencies; physical plant and facilities, curriculum and instruction . The third part covered the employability of the graduates in terms of: waiting time; job relevance to training; employment status and the fourth part covered the productivity in terms of: Readiness of the graduate to the requirements of the job; salary increase; number of time promoted;

incentives/benefits/privileges; awards, honors and recognition. The fifth part dealt with the effects of school related factors to the productivity of the graduates, namely: teaching competencies; physical plant and facilities; curriculum and instruction; readiness of the

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graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. The data that was gathered from the study was organized and processed using the SPSS version 17.0 to ensure the accuracy of the computation. The data gathered were tallied, scored, interpreted and analyzed were treated using various descriptive and inferential statistical tools. Likewise, stepwise regression analysis was used to determine which among the factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates. Multiple regression analysis procedure involves assumptions that should be met in order for the output to be reliable. This procedure includes statistical methods such as multiple correlation, multiple coefficient of determination, F-test, t-test, and other statistical tests. In a regression analysis, ANOVA or F-test is used to measure the significance of the regression equation and t-test is employed to determine the significance of each independent variable as predictor of the dependent variable. The standard error of the estimate is a standard deviation type summary of the dependent variable that measures the deviation of observations around the best fitting straight line. Betas are standardized regression coefficients and are used to judge the relative importance of each of several independent variables (SPSS Training Department, 2000). The statistical significance of all the statistical tests used in this study are readily provided by the statistical package, SPSS. These exact significance or probability values

12

are compared to 0.05 level of significance which was set as the accepted level of significance prior to the conduct of the study.

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Notes in Chapter 1

P. Brown and A. Hesketh. The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy. Oxford University Press, Oxford, 200 Philippines.http://www.seameoinnotech.org/resources/seameo-country/educ_data / philippines_ibe.htm,2003. Retrieved: 20 December 2011 Philip Coombs. Planning of Agricultural Education and Training with Freework of an Integrated Approach to Rural Development. Copenhagen, Denmark, 1970. Labor Code of the Philippines, Presidential Decree no. 442, Book Three on Conditions of Employment and Book Four on Health, Safety and Social Welfare Benefits. http://www.chanrobles.com/legal14 labor.htm. Retrieved: 28 October 2011 Trade Union Congress of the Philippines. Key findings of the ILO Youth Unemployment Report. http://www.tucp org.ph/news/index. Php/2010/08/ key findings-on the ilo- youth- unemployment-report/# more -25270,2010. Retrieved: 28 October 2011 International Labor Organization. Record Youth Unemployment at 81M- ILO. http:// www.tucp.org.ph/news/index.php/2010/08 record youth unemployment at Retrieved: 28 October 2011 Marija J. Norusis, SPSS 12.0 Statistical Procedures Companion. SPSS Inc. Published by Prentice Hall, Inc. 2003. New Jersey Jack R. Fraenkel, and Normal E. Wallen, How to Design and Evaluate Research in Education. (McGraw-Hill Higher Education (Asia), 5th ed., 2003) SPSS Training Department. SPSS 10. 2000 Sevilla et. Al. Research Methods. Manila, Philippines. 1992

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literatures and studies, the conceptual framework, hypothesis and the definitions of terms used in the study.

Relevant Theories This study is premised on the theories conceptualized by Schultzs (1971) Human Capital Theory, Ludwig von Bertalanffys (1940) Systems Theory and the Psacharopoulos and Woodhalls (1997) Scientific Management Theory. The Human Capital Theory rests on the assumption that formal education is highly instrumental and even necessary to improve the production capacity of a population. In short, the human capital theorists argue that an educated population is a productive population. It emphasized how education increases the productivity and

efficiency of workers by increasing the level of cognitive stock of economically productive human capability which is a product of innate abilities and investment in human beings. The provision of formal education is seen as a productive investment in human capital, which the proponents of the theory have considered as equally or even more equally worthwhile than that of physical capital. The rationality behind investment in human capital is based on three arguments, that the new generation must be given the appropriate parts of the knowledge which has already been accumulated by previous

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generations, that new generation should be taught how existing knowledge should be used to develop new products, to introduce new processes and production methods and social services; and that people must be encouraged to develop entirely new ideas, products, processes and methods through creative approaches. It provides a basic justification for large public expenditure on education both in developing and developed nations. The theory was consistent with the ideologies of democracy and liberal progression found in most Western societies. Its appeal was based upon the presumed economic return of investment in education both at the macro and micro levels. Efforts to promote investment in human capital were seen to result in rapid economic growth for society. It is related to the present study since it dealt with the significance of education which increases the employability and productivity of secondary education graduates in the selected private colleges in Region III, thereby subjected these private colleges to maintain the highest performance in as much the competition today most specially with regards to employment status which is highly globalized. Hence, school administrators should have contingency plans which are based on the information gathered in the feedback so as to redirect the school set-up and programs in order to meet the dictates of the global village. As claimed by Okemakinde (2008) Educate part of the community and whole of it benefits. The employees or workers benefited in specializing or focusing on specific task resulting to effective results or output. Employability entails complex learning. The main implication of education as an investment is that employability policies are not well-served by piecemeal actions rather it is associated with systematic

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thinking about programs and learning environments. Moreover, base on the recent UK Government report (2000), human capital directly increases productivity by raising the productive potential of employees. It is important in promoting growth, both as an input to production and by aiding technological progress. This has been recognized both in endogenous growth theory and also in empirical studies comparing growth in different countries. (HM Treasury, 2000). The System Theory as inspired by a biologist, Ludwig von Bertalanffy was proposed in 1940 emphasizing that the real systems are open to, and interact with their environments and that new properties through emergence can be acquired quantitatively, resulting in continual evolution. Rather than reducing an entity, like the human body, to the properties of its parts or elements, like organs or cells, system theory focuses on the arrangement of relations between the parts which connect them into a whole. This particular organizations determines a system, which is independent of the concrete substance of the elements like particles, cells, transistors, people and the like. Systems theory applies system principles to aid a decision maker with socio- technical organization, while taking into account multiple objectives, constraints and resources. It aims to specify possible courses of action together with their risks, cost and benefits. It also views educational system as one of the many peer systems in the government which are working together in close cooperation and coordination for the attainment of the goals of the government and society as well. The educational system and its

component parts are in continuous interaction and integration with one another for the achievements of its objectives. Such interdependence in the educational system may

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mean that any change in one part of the system affects the other parts of the whole system. The task of our educational system as embodied by the Constitution is to develop the student to become a fully integrated human being ready to face the world in promoting the general welfare in earning a living and an asset of the nation. It also noted that the products of an educational institution can therefore be assessed by the output, that is, by the graduates and their occupation or field of work. And that in the assessment of output, there necessarily is a need to measure the quality of inputs. Other variables worth looking into are the percentage of mismatch, unemployment and underemployment which burden the graduate with learning new concepts, attitudes and skills on one has and force the graduate on the other hand to either seek a job lower than his qualifications or a second occupation in order to satisfy his needs. Moreover, it assumes that people will work harder if they were given freedom to make decisions, and this relies on internalised motivation, the satisfaction people get from being free to do a good job more or less in their own way. As Herzberg noted, achievement leads to the feeling that one is becoming more of a person by growing in the direction of self- actualisation. People

find it intrinsically rewarding to perform assigned task since the act of performance is itself a motivator. Truly, workers need a minimum amount of guidance in the

performance of assigned task. They still need to be supervised, but effective supervision is recognized by these workers as supportive in nature for the attainment of individual and organizational goals. It is related to present study because it dealt with the graduates perception on the kind of educational system rendered by the institution showing not only how an

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organization function but also how it interacts with its environment. It is essentially concerned with the notion that an organization consists of interrelated parts and functions that can develop the employability and productivity of an individual and achieve relevant goals. On the other hand, the Scientific Management Theory stressed the need to increase productivity of workers through work methods. It is concerned with the

development of management principles to increase productivity of complex organizations. Taylor believed in economic rationality, hard work and defined social roles and positions. It is believed that people could be programmed to become like machines, efficient and flawless. The machine metaphor is the symbol of scientific management theory. Taylorism or the classical theory treats work primarily as an

economic activity and is obsessed with scientific measurement of productivity to the neglect of human aspect of work. Its basic assumption of organization members are that employees are primarily passive instruments capable of performing work and accepting directions but not initiating actions or influence in any significant way. This theory is very relevant to the study since it affirms that the implementation of effective management would not only benefit the graduates but of the institution as a whole. The significance and impact of Taylors principles are promulgated even to this

day. His associates among them, Henry Gantt, Peter Drucker, Galbraith and Emmerson helped in the development of management techniques. The techniques of production planning, work study, innovative plans and quality control have their origins in this theory. This could be done through the Deans ability in developing sustainable

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employability policies, economic growth, employment of qualified workers, wage, incentive programs, awards, honors and recognition. Generally, the aforementioned theories provided the researcher significant foundations on how employability and productivity of the secondary education graduates in the selected private colleges be given focus. The human capital and system theories provided the researcher an anchor on how to assess the employability, efficiency and effectivity of institutions, while the scientific management theory purports that the function of every educational institution would come out very well and hypothesizes the productivity status of the graduates so as to describe its importance in the workforce through its globally competitive performance for the attainment of nations growth and development.

Related Literature

Employability of the Graduates. Most private colleges and universities around the world particularly that of the College of Education acknowledge the employability of the graduates which aim is to gather information about the employment status of graduates from the various curricular programs of universities/colleges for program evaluation. The employability of education graduates has become a big social

education issue. Employers are no longer looking for graduates who are just successful academically. A well-rounded individuals who know what it means to be employed and know how to present themselves are prioritized.

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According to Websters Third International Dictionary (2007) employability is defined as the state or quality of being physically and mentally capable of earning a wage at a regular job and available for hiring. Moreover, Encyclopedia Americana cited statistically that workers are considered employed if they have either full or part time jobs or are self- employed, even if they are not working at specified period of time. However, there are other consideration to deal when employment is being referred to. The

developed and still developing countries apply different approaches to measure employability. On one hand, the term employability has, in recent years, become more dynamic and diverse. It still covers concepts of preparing students for work, of improving career chances through enabling students to become more employable, embedding selfreflection into the curriculum to enable students to evaluate the skills and attributes they have, and significantly, to communicate these effectively. It has also been an employer engagement, especially relevant in today's world of increasing work-based learning (Work Placement) as well as entrepreneurship. Entrepreneurship, encourages students to become more innovative and creative both within their own discipline areas and the wider world of work. Much that has taken place in higher education over the years has supported the promotion of employability - and this is a continuing feature of the higher education landscape depending on the status of their respective economies (Wikepedia, 2007). Furthermore, Paderanga (2007) reported that one of the indicators that a school is fulfilling its mission statement is through the employability of its graduates. Once that

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the graduates of the institution finds their job after graduation school fulfil its mission, but of course much fulfilling is the school if the job find by the graduates is in line with what he had finished. Employability is not for a profit organization that manages and facilitate the attraction, selection and recruitment of disabled undergraduates and graduates disability inclusive of employers seeking to attract and recruit disabled people into internship, graduate programs and permanent roles. Employability is more than simply being employed, it a means owning particular transferable skills and knowing how to use them effectively. If graduates are

employable, rather than just employed, it is

more likely to be working at a level

appropriate to the graduates potential. Wikipedia (2007) stated that employability depends on the knowledge, attitudes, the way you to use the knowledge and skills and present them to employers, the context (personal circumstances and labour market environment) within which the graduates seek work. On the same note, the Counselling Career and Academic Development (2009) stated that employability is about the ability to get and keep fulfilling work. An individual is therefore responsible for his own career management. It also refers to the ability to gain initial employment, maintain employment and obtained employment. Meanwhile, Goodyear (2002) cited that employability is viewed as the confluence of understanding, subject specific and general social practices or skills mental recognition, the reflection or strategic thinking and self theories. It shall refer to this the USEM model curriculum, the acronym referring to understanding, skills, efficiency beliefs (self-theories) and mental recognition. The skills plus position has some profound

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implication for higher education systems that have the promotion of student employability as curriculum goal. It could be objected that higher education is primarily about developing advance understandings of worthwhile subject matter, not about employability. However, learning, teaching, assessment and curriculum experts regularly say that good subject matter understanding comes from the active construction of meanings. In other words graduates employability is fostered y teaching approaches that take this set of factors into account. Accordingly, employability skills were defined and introduced by the National Quality Council, (2008) in consultations with employers and industry reference groups across Australia, which employers value in the faculty staff and embedded in most training packages which mean that to undertake nationally recognized training with CCWT both the Training and assessment will cover some if not all of the skills. The soft skills, are non-technical that are an important part of effective and successful participation in the workplace. Also known as transferable skills, because the

employability skills learned in one workplace can be applied and further developed in other workplaces and roles as well. The employability skills are: communication,

teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning and technology. Robinson (2000), accorded that employability skills are those basic skills necessary for getting, keeping and doing well on the job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Different ways in correcting employability deficiencies

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explained as follows: employability skills are all sometimes referred to a generic skills capabilities, enabling skills in key competences and teachable skills which may be taught in both school and employment settings. Goals and objectives for teaching employability skills should be set. Instruction should be designed to ensure those goals and objectives are reached. (Australia Business Council 2002). It is then very clear that parents need to be involved in goal setting and modelling behaviour for the school youth. Teaching employability skills should be in a democratic approach so that students awareness of values, attitudes and worker responsibilities are increased. On the same premise, supervisors, trainers and teachers should set good examples of the desired behaviour while students observe the type of work place behaviour that is being required of them. In addition, classrooms should replicate the features of real work settings, must communicate high expectations and hold students responsible for the present behaviour, differentiate the concept between teaching and telling. Teachers and trainers tend to be most effective when assumed the role of a coach or facilitator. Furthermore, employability according to the Enhancing Student Employability Coordination Team (ESECT) (2010) is a set of skills, knowledge and personal attributes that make an individual more likely to secure and be successful in their chosen occupation(s) to the benefit of themselves, the workforce, the community and the economy. For individuals, employability depends on their assets in terms of the knowledge, skills and attitudes possess, the way of using and deploying those assets, the way in presenting themselves to employers crucially, the context within which to seek

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work. It is also two-sided equation and many individuals need various forms of support to overcome the physical and mental barriers to learning and personal development this is, updating their assets. It is not just about vocational and professional skills rather the possession of the behavioural competencies that will make the graduates employable. The person-related and school-related factors have the greatest influence with regards to the graduates employability and productivity. In recent survey of the People Management Association of the Philippines (PMAP) member companies, it was shown that 40% applicants fail in their job interviews. Most who failed were fresh graduates. Graduates failed not because of lack of technical skills but without prioritizing or possessing the behavioural competencies such as initiative, communication and critical thinking. Similarly, according to the findings of International Labor Organization (2010), the youth unemployment rate rose sharply during the economic crisis more sharply than ever before from 11.9% to 13% between 2007 and 2009. Between 2008 and 2009, the rate increased by 1 percentage point, marking the largest annual change over the 20 years of available global estimates and reversing the pre- crisis trend of declining youth unemployment rates since 2002. These trends, the ILO points out, will have significant consequences for young people as upcoming cohorts of new entrants join the ranks of the already unemployed. It further warns of the risk of a crisis legacy of a lost generation comprised of young people who have dropped out of the labor market, having lost all hope of being able to work for a decent living.

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Comparatively, based on the study of Dominado (2011) the number of unemployed youth increased by 3.0% between 1998 and 2008 to 74.1 million in the latter years. The average annual growth rate of youth unemployment over the period was 0.3% while the average annual growth rate of the youth labor force was 0.6%, hence the over all trend decline in the youth unemployment rate. Worldwide, the youth unemployment rate increases, 4.3% for the adult unemployment rate. The rate increased from 2007 by 0.2 percentage point. The report underscores that youth unemployment rates continued to be much higher than adults rates in all regions. In most regions, youth were nearly three times more likely to be unemployed than adults, resulting in a global average ratio of youth to adult unemployment rate of 2.8 in 2008. Waiting Time. Employability maybe measured by the length of waiting time in finding a job, the number of times a graduate applies for a job, and by the nature of the job the graduate finds. The length of waiting time in finding a job is computed by calculating the span of time a graduate is without a job and the time he spends looking for a job. While when one speaks of number of times a graduate applied for a job, he is referring to the probability of getting employed given the total application attempts made. When one speaks of the nature employment he is referring to the extent of relatedness of the degrees attained in the school and the job (Wikepedia, 2007). Coleman & Keep, (2001) further stressed that HEIs contribution to employability can be appraised by looking at the employment rates approximately 6 months after graduation. Higher Education Funding Council for England (HEFCE), (2000) stressed that there is a conceptual and practical objections regarding the practical problems which

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include the first destination. Surveys insensitivity to the type of job graduates get and the difficulties of getting recent graduates to respond to request for information about what have been done; the conceptual reservation whereas employability surely signifies a fitness for graduate employment, these first destination data says as much about the graduate labour market and it is nothing like a perfect market. Moreover, the labour market discriminates against some groups that, when taken in conjunction with regional variations and the impact of economic cycles on hiring patterns, means that it is naive to assume that employability should correlate closely with getting a graduate job. Empirical research into employability does not lead to consensus about what it subsumes. Employers want graduates with knowledge, intellect, willingness to learn, self-management skills, communication skills, team-working and interpersonal skills, but the Association of Graduate Recruiters (2000) suggests it comprises career management skills and effective learning skills: self-awareness, selfpromotion, exploring and creating opportunities, action planning, networking, matching and decision-making, negotiation, political awareness, coping with uncertainty, development focus, transfer skills and self-confidence. Job Relevance to Training. Davidson (2005) pointed out that individual

behaviour is a complex phenomenon, thereby attitudes towards training will contribute to the success and failure of an employee to the job. On the other hand, Job Relevance to Training refers to the acquisition of knowledge, skills and competencies as a result of the teaching and learning of practical skills and knowledge that relate to specific useful competencies. Most often the on- the-job training forms the core of mentoring and even

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provides the backbone of content at many colleges and universities. On the job training program is a course requirement that provides supervised work experiences in application of theories and principles learned inside the classroom setting. This is an experience that involves education through participation in a professional work settings under the supervisor of a practitioner and a faculty member. On- the- Job Training or OJT is a job training that occurs in the workplace. It has many advantages, but it can also have a few disadvantages if the OJT is not planned and executed properly. It is part of a college curriculum that aims to train and orient students about the work and their future career. It is very important not only to teach students their chosen career but to show students the reality about working. (Wikipedia 2007) On one hand, Austero, (2006) cited that mismatch between skills and jobs is not an issue unless there are factors affecting the achievement of the OJT program learning objectives. Students, for instance with no reported on- the job relevance or

development, training or learning are at risk of unemployment or underemployment. The performance of on-the-job training mentors matter in the learning process of the student trainee. Poor OJT performance of the mentor in the workplaces will most likely produce poor performer graduates and a possible poor performer workforce member. While, it is a fact that OJT or pre-service teacher education is a course requirement set by the Commission on Higher Education (CHED), there has been a gap in understanding the objectives of the pre-service teacher education or the on the job training as well as in its learning process. OJT as defined by Fon Van Wieringen (2000) concerns activities which are explicitly aimed at training by supporting, structuring and monitoring the

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trainees learning.

The learning process of on-the-job training includes educational Nonetheless, data

strategies which the workplace mentors should value and apply.

revealed that in courses targeting generic basic skills, the learning process tends to be overlooked. On the Job training program requires a high level of commitment from the practitioner in the workplace. Therefore, the program administration and

companies/cooperating schools involved need to define each role and responsibility in the development of trainee. Responsibility for the program should involve individuals at all levels and practitioners must be responsible in monitoring its learning process and outcome. This means that even the trainee should be accountable to monitor the work progress as defined before the deployment. Sanyal and Alcantara (2001) cited that: the employability of graduates depends on the relevance of their training to the needs of the job. Relevance is estimated in terms of usefulness as perceived by the graduates and checked for concordance with the perception of the employees. The continuous professional growth of every teacher in every school in education is of utmost concern on the part of the school authorities who are charge with managing the schools. This concern is not confined to beginning

teachers who have had not great opportunity to try out their pre-service preparation, but extends to older and more experienced teachers as well. While great emphasis is placed upon the pre-service preparation of teachers today before assuming their teaching duties and responsibilities, there appears to be no systematically planned and managed inservice continuing education program for the professionalization of teachers. The school authorities recognize the desirability of up-dating and up-grading their professional

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competence and for them to keep abreast of new ideas and current development in the fields of teaching. Teachers are obliged to broaden their educational outlook, improve their teaching effectiveness, and continue to grow professionally, morally and socially while on the job through a well-planned and organized continuing education program. The EDCOM reports states that poor training is one factor that causes the deplorable performance of teachers in the government administered tests. The EDCOM reports several controversial findings which include: Education as delivered by the formal system suffers from poor quality and irrelevance to the countrys goals and needs. This is evidenced by the dismal performance of students and graduates in the national and international examinations administered at different points in time. Further attesting to these is the lack of concordance between national goals and curricular contents, resulting in a mismatch between manpower supply and demand and in the unsatisfactory societal conditions that education is supposed to address the faculty members at different educational level. Employment Status. According to Civil service Commission Laws and Rules 2008 , appointment in the career service shall be permanent or temporary. Permanent appointment shall be issued to a person who meets all the requirement for the position to which employee is being appointed, including the appropriate eligibility prescribed, in accordance with the provisions of law, rules, and standards promulgated in pursuance thereof. Temporary appointment in the absence of appropriate eligible and it becomes necessary in the public interest to fill a vacancy, a temporary appointment shall be issued to a person who meets all the requirements for the position to which employee is being

30

appointed except the appropriate civil service eligibility: provided, that such temporary appointment shall not exceed twelve months, but the appointee may be replaced sooner if a qualified civil service eligible becomes available. Productivity of Graduates. Productivity of the graduates is the relative their services

efficiency of the graduates economic activity- that is, the amount of

rendered compared to the amount of goods and labor used to produce it. It is the rate of production or the ability to produce. To some Filipino economist, productivity may refer to the value of gross output per worker or per man hour or t may refer to the physical output of labor return of the contribution of other productive factors, such as land, capital and others. It has been entirely dependent on physical efforts of the worker and had become institutionalised in both government and industry. These include factors such as education, training and experience. Wikipedia (2007) Ayeni (2003) stressed out that education significantly influences productivity in a dynamic condition but not in a static setting. This opinion was base on the basis of four countries studied, namely: Britain, India, America, and Brazil. The Philippines which is basically an agricultural country exceeds high level of manpower in agriculture, fisheries and forestry. However, because of the imbalance in the output of the educational system, there were more graduates in the Liberal Arts, Business, Commerce and Education than in areas needed for industrial and agricultural development. Moreover, college graduates are inadequately equipped in the basic skills needed for the world of work. On the other hand, the use of System approach is a conceptual framework in the evaluation of educational programs of integrated rural development. It measures the

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extent to which the benefits or added value acquired through the educational process have been utilized by the learner in the course of time, to ensure his personal growth and to improve the quality of his life and that of his community. These educational benefits which come by way of added knowledge, values and skills acquired by the educated individual and exercised in his community actualizes his personal, social economic, cultural, political, and technological competencies and likewise in new employment if required. Moreover, Turabian (2004), shares a similar view, that although the productivity per man in the United States industry is almost twice than in West European industry, West has an increasingly well educated young labor force. The crucial point is that, knowledge, which is transferable between people, has become by far the most important world economic resource. Furthermore, Bloom (2002) argues that increasing efforts to improve basic education particularly in developing countries will surely help narrow income gaps with developed countries. Education, is clearly a strong trigger for positive development spirals and estimates that in the developing world, each additional year of basic education corresponds to a rise of over 10% in the individuals earning power. The challenges and opportunities brought about by globalization include a more competitive world economy, the increasing importance of cross national communication and the rapid speed of change. Globalization bring about opportunities for education, particularly in the ways that new technologies can be put to work to improve both the quantity and quality of education worldwide.

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In addition, the following are ways to improve productivity: One is a positive attitude were the graduates performed the job up to his best, immediately refer an inquiry to the right person and share information and learning. Secondly, good human relations which compliments an employee for good work by avoiding bad moods and treating coemployees with respect. Third, punctuality which ensures work within deadlines, coming to work on time and avoiding the waste of time because delay lessens productivity. According to National Wages and Productivity Commission (2010) Productivity leads to competitiveness: quality education and training through practice, information and education. Harmonious relationships through communication, helpfulness, care and concern. Good labor relations through trust, effective management and good salary. In order to achieve higher productivity and better nation, everyone must be: industrious, systematic, time conscious, innovative and theres a strong value for work. Productivity will be measured through the readiness of the graduates to the

requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. Readiness of the Graduates to the Requirements of the Job. Thesaurus (2011) defines readiness as willingness, gameness, keenness, inclination and eagerness. Readiness to the requirements of the job is an important factor or element that a graduate must take into consideration. Before an applicant will be hired to a job, preparation is needed. It is entails investments of human capital. Alcantara (2001) stressed the following factors which will be an additional requirements to be considered by the graduates in applying for the job. They are as

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follows: Knowledge of Work, wherein the graduate must have a thorough knowledge of the job and other related job, performs the requirements of the job in conformity with instructions given and shows capability in doing more important works; Quality of Work, wherein the graduate maintains accuracy and orderliness in performing job, manifests commitment, reliability in the completion of tasks and shows consistent neatness and efficiency to make work favourable; Quantity of Work, wherein the

graduate executes work assignment with desirable results without supervision, handles more than one assignment very satisfactorily and must shows ability to complete regular work well within a reasonable time; Work Values and Attitudes, wherein the graduate possesses the love of work, responsibility, cooperation, punctuality and attendance, honesty and cost- consciousness. According to the research performed by CBI which has revealed that just 30% of jobs for new graduates require a specific degree discipline. Cliched it may be, but todays employers are looking for graduates with a positive attitude and employability skills. The top three factors they consider in the readiness for the job are positive attitude, employability skills such as self- management, teamworking ,business and customer awareness, problem solving, communication and literacy, application and numeracy for 86% and the third one is relevant work experience for 62% and 56% for other degree subject. Salary Increase. According to Buy (2004), the old saying you get what you pay for tends to be true when it comes to staff members. Salary is not a motivator to employees, but everyone wants to be paid fairly. If individuals believe they are not

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compensated well, dissatisfaction could be felt and working in the company could result in poor performance. On the other hand, Thomas (2000) asserted that keeping good employees is one of the major problems confronting organizations today. To retain valuable employees, senior management needs to have a good understanding of what is most important. First, the salary increase or payment, the relationship of job performance to the promotion, awards, incentives, fringe benefits, honors and recognition. On the same note, salary or payment is often expressed in annual terms, usually of non-manual workers. For

example, a teacher's salary might be more or less P450,000 per year. Salaried workers are most unlikely to receive overtime payments, though they may receive bonuses. Although teachers are contracted to work for a specific number of hours per week, but still

expected to work the number of hours sufficient to do the job to a satisfactory standard . Salary or compensation is at or above union scales. Heavy emphasis is placed on merit raises instead of routine, across- the board- increases. Profit sharing and stock purchase plans help employees identify with the company. Meanwhile, Landingin (2000) stated that according to the experts on the Human Resource Development, the changing attitudes of todays workers had prompted companies to find innovative ways to compensate their workers. Money isnt the only thing that attracts people to a job. Non-monitory matters such as the workplace or the opportunities for self-development are now also becoming equally important to most salary earnings. Truly, employees love to see the increased salaries and benefits received regularly. But aside from these, growing number of workers and teachers today, most of

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them are also seeking fulfillment of the jobs and rendering service to fellowmen which creates satisfaction on their part. Teachers and other workers want to take on more responsibility but not the work to rule their lives. According to Ativo (2000), monthly salary is the motivator and powerful irrational force that makes people do what they do. It may refer to the salary, wages, benefits received by the employee. To the average employee salary present security and also purchasing power, without which, one is at the mercy of environment. In a sense, salary is a vehicle to an improvement in ones standard of living. Further, the teaching profession varies from country to country. In many

countries teaching is a highly respected and prestigious profession. In Japan, teachers receives significantly better salaries and benefits than do teachers in the United States. In developing nations, teachers often have prestige, but their salaries are often meager and their working conditions are generally poor. In some nations, such as Ireland and Spain, the Roman Catholic Church participates in all aspects of education including teacher training. All countries but particularly developing nation, lose many of their most

qualified teachers to more lucrative positions in commerce and industry. Wikipedia (2006) The Magna Carta for Public School Teachers, stated that teachers salaries shall correspond to the following criteria: salary shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities which insures to have a reasonable standard of life for themselves and families. The teachers shall be properly graded to recognize certain positions requiring higher

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qualifications and greater responsibility than others: provided, that the general salary scale shall be such that the relation between the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary scales relative to the upper end provided for a gradual progression from a minimum, to a maximum salary by means of regular increments, granted automatically after the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a period of ten years. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National Government. Additional financial advantages are frequently awarded to teachers who work in isolated and rural areas. In some countries, these advantages take the form of a salary increase, 20% after 12 years of service in Venezuela, 25% in the Philippines, in areas where conditions are difficult. An allowance, which is more directly related to the actual practice of the teaching profession, is paid to teachers who work in schools operating double shift system, other compensation is designed to cover the travel expenses of teachers or their families. In the Solomon Island, for example, teachers employed as replacements received a fixed annual subsidy, regardless of the number of journeys they make. When first engaged and each time being transferred, every teacher is paid an allowance covering travel expenses, by sea or overland, including coverage of spouse and up to four children under the age of 18 year. The teachers also receive annual- home leave grant to cover the cost of journey from the school to their home or that of their

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spouse, provided this is inside national territory.

Finally, if teacher dies during

employment, the spouse and children receive a preparation allowance. On one hand, the Department of Labor and Employment is the main agency making and implementing labor policies and government programs. Guidelines set by the Labor Code of the Philippines guarantee equal work opportunities to all, equal compensation for work of equal value, secure work tenure, overtime and vacation benefits, safe working conditions, right to collective bargaining and social- security benefits. According to the Teachers in Developing countries (2009) allowances as being referred to as professional or technical are paid in some countries to teachers with civil service status and will be added to the basic salary set forth in the civil service grid for the corresponding category. This permits certain professional qualifications to be taken into account without the necessity of the modifying the grid. However, the

allowances granted to teachers are generally very modest: in Morocco, it is equivalent to 1% of the initial salary, however in Kuwait 25% of the salary and even more so in Qatar 40%. Teachers are essential to national development, it is therefore reasonable to expect that share in the economic benefits which could not be created without them. At the very least, there should have an enjoyment of the same protection as the cost of living increases. Relative thereto, the teachers should upgrade themselves in order to come up with salary increases. On the other hand, Education is a significant part of the Philippines life and this is translated in the budget structure of our government receiving the highest slice in

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annual appropriations as mentioned by Dr. Nilo T. Rosas (2009) in one of his writings. However, as compared to ASEAN countries, the Philippines has an underinvestment in education. As part of Sec. Glorias report the countrys public spending on education is only 2.8 percent of the Gross National Product (GNP). Malaysia spends 6 percent and while Indonesia and Thailand spend 4 percent of their GNP for education -- our public allocation for education is relatively low. Over 70 percent of total expenditures go to salaries. Actual expenditure per student increased from Php 783.00 in 1986 to P 1,380.00 in 1994 in the elementary level. During the same period in the secondary level, a slight decline was observed from Php 1,271.00 to Php 1,257.00 per student. Last October 5, 2004 as the world celebrated the 10th World Teachers Day at least 500 teachers from Central Luzon led by Mr. James Pagaduan, spokesman of Action and Solidarity for the Empowerment of Teachers-Central Luzon (Assert-CL) launched a caravan, which end in front of Congress, Tuesday, which pushes for the passage of a 14year old bill that aims to upgrade the salaries of public school teachers in the country. Their placards bore the slogan, My take-home can no longer take me home! decry the low and dwindling salaries teachers receive as the government failed to upgrade their salaries since 2001. Since 2001, the salaries of government employees, which include teachers, has been frozen. The last salary increases were given in 2000, a 10 percent increase (P440) and five percent in 2001 (P242). It can be said that all these problems the learning and instruction problems are just but a product of the governments failure to allocate the highest proportion of its budget to education. In a Special Report written by Carl Marc Ramota of Bulatlat

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revealed that the Arroyo governments 2005 budget, signed into law March 15, has no provisions for salary increases of state workers. Aside from that, by year 2005 State Colleges and Universities no longer received their Maintenance and Other Operating Expenses (MOOE) from the government. This of course, again adversely affected the quality of teacher education institutions that can be offered to the would-be teachers in the Philippines. Number of Times Promoted. Garmston (2000) stated that the full journey from novice to expert teacher is not one that all teachers make. The novice stage might last for the first year of teaching and that most teachers would reach the third stage within three or four years. Similarly, with job promotion which is a factor that attracts, keeps, and develops good employees. This policy is along with training, education, career

counseling and job posting. Training for larger jobs on company time or at company expense breeds loyalty and enthusiasm, and promotes high levels of productivity. A promotion is a powerful form of job training. It forces an employee to grow - or sink. With appropriate mentoring and coaching, a promotion is a form of development. It is also a movement by a person into position of higher pay and greater responsibilities. Teachers from the public school sector whose excellence in teaching were recognized primarily by either promoting to administrative positions or shifting them to administrative responsibilities. This practice in promotions resulted in encouraging the excellent classroom teachers with unknown administrative positions and removing from classrooms those teachers who are capable and highly competent in classroom teaching. The position of Master Teacher was implemented per Executive Order No. 500 entitled

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Establishing a New System of Career Progression for Public School Teachers. Specific in the Order is a provision for the creation of a new system of classification in the Teaching Group, namely: Master Teacher I, Master Teacher II, Master Teacher III and Master Teacher IV. These position classification are equivalent in terms of rank and salary to the existing Administrative Group to wit: District Supervisor Master Teacher IV; Elementary Principal III Master Teacher III; Elementary Principal II Master Teacher II; Elementary Principal I Master Teacher I. Furthermore, the Manual on Position Classification and Compensation (2003) as provided under DECs Order No. 57, series of 1997, contained the requisites / qualifications needed for a candidate to be considered for the Master Teachers position with emphasis on length of service, they are as follows: for Master Teacher I is a permanent teacher, finished a bachelors degree for teachers or equivalent as provided in the Magna Carta for Public School Teachers, has a very satisfactory performance rating for the last two years, has at least three (3) years teaching experience, and at least 25 points in leadership and potential or has been a demonstration teacher in the district level plus 15 points in leadership and potential; for Master Teacher II Master Teacher I for at least one year, very satisfactory rating as Master Teacher I, finished a bachelors degree for teachers a equivalent as provided in the Magna Carta for Teachers, plus completion of academic requirements for Master Arts and at least 30 points in leadership, potential and achievement, or has been a demonstration teacher in the division level plus 20 points in leadership and potential, provided the activities or accomplishments listed for this purpose had not been credited or used for similar promotions; for Master Teacher III M

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aster Teacher II, M.A. in education or equivalent; bachelors degree for teachers or equivalent plus 20 years experience and at least 20 M.A. Units, bachelors degree for teacher or equivalent plus at least 20 graduate units and the least 18 credit allowances, very satisfactory performance rating as Master Teacher II, and at least 45 points in leadership, potential and achievement, provided the activities or accomplishment cited for the purpose had not been credited for an earlier promotion, for Master Teacher IV, Master Teacher II, at least M.A. in education M.A. in Teaching or Masters in Education outstanding performance rating Master Teacher III; and at least 60 points in leadership, potential and achievement promoted the accomplishment and achievement cited for this purpose had not been credited for an earlier promotion. Requests for reclassification of teaching positions to Master Teacher I and from Master Teacher I for Master Teacher II shall be supported by the plantilla and the pertinent and verified by the DBMRO concerned, subject to the budget rules and regulations on release of funds prescribed under National Budget Circular No. 303 and National Compensation Circular No. 24, Respectively. On the same note, the Manual of Regulations for Private Higher Education (2008) section 38, regarding faculty classification and ranking, academic teaching positions shall be classified in accordance with academic qualifications, training and scholarship preferably into Professor, Associate Professor, Assistant Professor and Instructor without prejudice to a more simplified or expanded system of faculty ranking at the option of the institution. An academic teaching personnel, who does not fall under any of the classes or ranks indicated in the preceding paragraph shall be classified

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preferably as professional lecturer, guest lecturer or any other similar academic designation on the basis of his qualification. Incentives/ Benefits/ Privileges. Collins (2010) asserted that benefits are

awarded to employees since benefits are tools used by employers to attract potential applicants, improve employee satisfaction, reduce turnover and maintain competition. This include payments made or an entitlement in available accordance with a wage agreement, an insurance policy, or a public assistance program, paid vacation, sick leave, maternity leave, health care, insurance, company security, social security system and medical services. The basic benefits for employees covered by the Philippine Labor Code are the Social Security System (SSS) contributions, Republic Act No. 8282, otherwise known as the Social Security Act of 1997, refers to the social security system in the Philippines that is initiated, developed and promoted by its government. The Social Security System is aimed at providing protection for the SSS member against socially recognized hazard conditions, such as sickness, disability maternity, old age and death, or other such contingencies not stated but resulted in loss of income or results to financial burden. The employee and his/ her employer(s) are to contribute for the social security benefits of the said employee in accordance to a given schedule by the Philippine Social Security System. Some fringe benefits are fairly standard such as offering a few days of sick time or paid vacation time. Further, others can be significantly greater and more rare. Key executives in large companies might also enjoy fringe benefits like use of time share condominiums, paid continuing education, use of a company jet, use of a company credit card,

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discounted or free health club membership, and a significant amount of paid vacation. Most people who work full time in the US could probably not get along without fringe benefits. For example, offering health insurance to employees, where the employer pays part of the insurance. According to the laws in some states, companies of a certain size must offer health insurance with some sharing of payment at least to a full-time employee. On the other hand, in fields where there is a high demand of workers, such as nursing and teaching, some unusual fringe benefits may be offered to attract employees. Some school districts have gotten quite creative in this respect. Some have been offered paid housing, or use of private lakes for fishing. More likely are paid incentives for joining a teaching staff such as hiring bonuses, offers to fund continuing education so teachers get higher degrees and thus higher pay, or offering mentor programs for new teachers. Monthly employee contribution depends on the employees actual monthly salary; Contribution to National Health Insurance Program (NHIP)- the employee and employer(s) contribute for the medical insurance of the said employee in accordance to the Republic Act 7835 on Medicare Program which is administered by the Philippine Health Insurance Corporation (Philhealth). Monthly employee contribution depends on the employees actual monthly salary. The contribution schedule is provided by Philhealth; Contribution to Home Development and Mutual Fund (HDMF)- the employer(s) is required to contribute per month not less than P100. 00 to the employees Home Development and Mutual Fund.

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In accordance to the periodic remittance schedule provided by HDMF, the employer(s) will remit this contribution, in addition to that of the employees which is to be deducted from his payroll; .The 13th Month Pay- as mandated by the Presidential Decree No. 851, the employee shall receive a bonus salary equivalent to ( 1) one month, regardless of the nature of his/her employment, not later than December 24 of every year; Service Incentive Leave- Book III, chapter III of the Labor Code of the Philippines covers the employees benefit for Service incentive Leaves. On the other hand, Article 95 indicated that an employee who has rendered at least one year of service is entitled to a yearly five days service incentive leave with pay; Meal and Rest Periods- under Article 83, the employee is provided a one hour employee benefit for regular meals, when working on an eight (8 hour) stretch. Employees are also provided adequate rest periods in the morning and afternoon which shall be counted as hours worked. Awards / Honors / Recognition. Mary Johnson Gerard (2003) stated that recognitions / awards are one way companies organizations and business honor employees or individuals for their service. May times recognition awards are given for achieving a high accomplishment or exceeding expectations. No matter what the reason for the award, everyone enjoys receiving an award thats useful and one can enjoy. Selecting an appropriate recognition award means thinking about what the award signifies and choosing a gift that is complementary. Recognition award plays an

important role in many fields, from education to employment. The following can be useful as a recognition award: Employee recognition program, plaques or wall plaques

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certificates, tokens, trophies to properly inspire and motivate the employees. Studies have shown that employees who are recognized for the merit and contributions are happier and work harder. In fact businesses that have an employees recognition program in place tend to have higher employee retention rates. This programs create success for the business. Moreover, the workplace is not the only place where recognition awards fit. Many schools, colleges and universities use rewards for the student and faculty. For instance, a college that is presenting a scholarship may hold a scholarship recognition award ceremony to highlight those students who are being rewarded. Scholarships are not the only things that are worthy of awards in schools. Many elementary and high schools reward students for perfect attendance, with special student recognition award. The same is true for honor roll students. On the college level, students who achieve certain grade point averages are often rewarded with trophies, plaques, medals or award certificates at graduation. Another way of using awards is to give honor and appreciation to the faculty and staff. It is not uncommon for staff members to receive service awards after working at a school for a certain number of years. Teachers and professors who achieved advanced degrees are sometimes rewarded as well. Similarly, besides school and regular business, large cooperation can also use recognition awards. Many times corporate awards are given to those who contribute significantly to the success of a corporation. Unlike traditional employee awards, these awards are often quite showy and are delivered at special ceremonies. A large plaque or trophy would work well for this situation. Also corporations sometimes gives service

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recognition awards to people who are outside the business. Perhaps a humanitarian or charity group has caught the eye of the CEO of a corporation. That corporation may give that group or individual an award along with some funds for the work. For example, sometimes a nationally known business will hand out teacher of the Year awards. Often teachers receiving these awards will be given certificates or acrylic awards, along with money to use in the schools. This type of recognition award helps the company improves its image within a local community. The need for an award, honors and recognition system in any type of human service organizations is strong, the human service worker deals with someone elses problems every day, then goes home to deal with their own. The pay range for this work is low to average, and the stress and disagreement level is high. These employees endure a host of emotions from clients on a daily basis, which is bound to affect the worker at some point. The management in these types of organizations should reward the employee for a job well done, or just a reminder to them that employees best performance is something worthwhile. Study after study has shown that praise and recognition tend to build employees loyalty. People want to feel that what have being done makes a difference. Money alone does not do this; personal recognition does. Employers often fail to realize that some of the most effective way to develop, sustain and motivate, committed employees cost very little or nothing at all.

School Related Factors

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Teaching Competencies:

Katane et al.(2006) stressed the significance of

teaching competencies of teachers in transferring changes into educational system and defined the competencies as the set of knowledge, skills and experience necessary for future, which manifest in activities. Competencies also are values, motivation and beliefs of people in order to be successful in a job. Teaching Competencies are divided into nine areas which are as follows: Field competencies, Research competencies, Curriculum competencies, Lifelong learning competencies, social cultural competencies, emotional competencies, communication competencies, information technology competencies (ICT) and Environmental competencies. Field competencies refers to the content that the teacher and students will study. Research competencies help to improve all of the

teachers competencies and also support research-based teacher education that is a new approach in teacher education. Curriculum competencies which contain the knowledge about curriculum philosophies and skills in curriculum development, curriculum design, elements of the curriculum development, models of curriculum development, approaches of designing curriculum development, curriculum development process, selecting and organizing the content, planning the teaching and testing conditions and preparing research for curriculum development. Curriculum competencies are related to the understanding of the curriculum plans for the teaching and learning. Curriculum

competencies are the competencies of teachers oriented towards carrying out their teaching role more effectively. These competencies are related to both theoretical and practical competencies. These competencies defined as learning-teaching related

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competencies determine the framework of the knowledge and skills that teachers will gain. Without curriculum competencies, it is quiet difficult to produce an effective education service in schools.; Lifelong learning competencies include the abilities of learning to learn, and teachers responsibilities of their own professional development. Lifelong learning competencies are related to the ability of learning and skills of using the means or tools of learning to improve the learning throughout the human life. Lifelong learning competencies refer to the teachers responsibilities for their own

learning and development of lifelong learning skills for students. It means that lifelong learning includes two main abilities. The first one is related to teachers own lifelong learning ability and the second one is related to teachers responsibility to develop students lifelong abilities. Emotional Competencies are composed of teachers and students values, morals, beliefs, attitudes, anxieties, motivation, empathy and so on and are related to the implementation of psychological consultation and curriculum of guidance in school. Teachers emotional competencies can help students to learn and students willingness to learn can be increased if teachers know how to improve the emotional dimension of studentslearning. Emotional competencies also help teachers

become effective teachers while monitoring the students learning. Learning requires emotional supports that create positive feeling for learning-teaching process. Teachers become a learning consultant and mentor about learning for their students. Social-

cultural competencies include the knowledge about social-cultural background of students and teachers, local, national and international values, democracy and human rights issues, team and collaborative work with others, and social studies. All of them

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provide freedom to students and teachers in learning-teaching process and also promote the learning. The individual become social and cultural being in social life. Thus, there is a strong relationship between learning and students social-cultural background. Some of the learning theories discussed learning as social cultural context and teachers socialcultural competencies can promote students learning. Humanistic approach and social theories can be put into practice in the classroom by means of teachers social-cultural competencies. Communication competencies include communication models, interaction among teachers, students, social environment and learning topics. Teachers also have competencies in using oral, body and professional language in their fields. Communication competencies include voice, body language and words such as

speaking, singing and sometimes tone of voice, sign language, paralanguage, touch, eye contact, or the use of Kiymet SELVI, Teachers Competencies writing, including

communication skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating. Information and Communication

Technologies- (ICT) competencies are based on using tools and technical equipments for the reaching, disturbing and transferring the knowledge. They include any technology that helps to produce, manipulate, store, communicate, and/or disseminate information. ICT competencies are concerned with the use of technology in managing and processing the information include all technologies for the manipulation and communication of information. It means that the ICT competency is very important to improve the communication in the learning and teaching process. Environmental Competencies can be defined as competencies for ecological and environmental safety.

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Teaching competencies or the teachers or faculty performance in teaching can be measured by means of its output. Changes in the behaviour of the individual after his education reflect the influence of the learning environment including the teachers or the faculty of the institution where they were trained. Competence of faculty involves a holistic approach which includes commitment, knowledge of subject matter, teaching of independent learning and management of learning. It involves cognitive, affective and psychomotor domain of learning. There are some indicators also which will be

considered. These are: development of national consciousness, desirable values and habits, preparation and utilization of instructional materials, student evaluation, professional growth, records and report management, community and Allied services, punctuality and attendance. Internalization of teaching competencies will contribute to the improvement of quality educational system by positively affecting the teacher training and curriculum studies. Therefore, the pre-service and in-service teacher education should focus in understanding and application of teachers competencies. Physical Plant and Facilities: Aquino (2000) cited that each classroom must be outfitted with the appropriate quantity and quality of equipment, materials, and supplies: desk, textbooks, workbooks, chalks, erasers, and the like. In schools where these basic resources are lacking, conditions are often exacerbated by administrative procedures that further limit the access to the resources that are available. A good facility is

characterized by recent renovations and practical design, solid construction, and appropriate furnishings. A good facility is not overly expensive to maintain and operate.

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In contrast, poor facility is characterized by obsolete features, poor design, shoddy construction, and inadequate furnishings. A poor facility may use up most of the

available budget for operating and maintenance expenses. On the other hand, Southeast Asian Minister of Education, organization, Innovation and Technology reported that despite the rapid expansion of the public school system, out of 43,000 barangays nationwide, more than 12,000 rural barangays (27%) do not have an elementary school. In 1993/94, about 34.5% of public elementary schools were incomplete, and not offering the full six-year elementary program. At the

secondary level, 61 or 3.4% of the 1,800 municipalities in the country are without either public or private high schools, while 175 municipalities or 9.7% of these 1,800 municipalities are without a public high school. (SEAMEO INNOTECH) (2003). Failure of the education sector to modernize was evident in the past because of the absence of some basic services, facilities and equipment which proved crucial to efforts at maximizing the advantages of technological developments. The Master Plan for Basic Education (2005) has the mandate of modernizing education, notably by introducing modern instructional materials which include computers and Internet, videos, wellequipped science laboratories and machine shops as well as libraries to enrich instruction, information and telecommunication systems will also serve as basic tools for carrying out educational administration and supervision. The current situation in the country is that new information technologies have only affected a negligible fraction of the education system. Only 0.03% and 16.2% of public elementary and secondary schools, respectively , have computers and only 1.9%

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and 53.4% of public elementary and secondary schools respectively, have science laboratories. Computer literacy is just now growing in importance and very few teachers have adequate training and access to computers. The teachers can avail of computers and other information technology facilities in a few public schools and elite private schools. In addition, based n the Manual of Regulations for Private Higher Education (2008) every higher education institution shall maintain library or libraries for each degree program with adequate collections and materials in accordance with the policies and standards prescribed by the Commission for each degree program. The library collection shall include the following: basic collection of well-selected relevant books and non- print materials to support the core needs of the general education curricula; and such additional specialized collections, periodicals, electronic materials, on- line data bases, internet access and other multi-media resources, not violate of the intellectual Property Code, as may be necessary to meet the requirements of the various courses of study and major programs offered by each institution. Moreover, with the advancement of new technologies, higher education institutions may establish and provide for an e- library. The presence and availability of this facility may be considered as substantial compliance in lieu of books and other required printed materials. Provided however, that the required minimum collection of professional books in particular degree program shall still be maintained. Likewise, Kennedy (2003) cited that for the school and university administrators planning for new facilities, the path from concept to completion is lined with countless decisions, big and small. Each choice from the overall budget allotted for the project to

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the color of the library walls can affect whether the students and staff members who spend their days in the building perceive it as a place that enhances learning or as just another structure filled with desks and chairs. On the other hand, Urwick 2002 analyzed the effects of the quality of physical facilities on the process of teaching and learning. These processes were seen both as an aspect of the quality of education and as link between school inputs and students achievement. Important educational processes are found to have been strongly

influenced by furniture provision, classroom maintenance and other physical inputs. In a growing trend, many schools and universities are trying to convert their computer systems to a wireless network. A wireless set up can free a school from having to deal with the limitations of equipment that had to be physically connected to the technology infrastructure; community use-when building new facilities, school officials should be mindful that they may want to give the community at large opportunities to use the gymnasiums, auditoriums, libraries, computer labs and other spaces. That may affect how large the facilities are , where they are situated in the school design, and how they are paid for. To provide community access without jeopardizing the security of the rest of the school building, these schools typically are designed so that the public has access only to the public use sections of facility; security- as school officials have become increasingly aware of how vulnerable their facilities are to violence, they have placed increased emphasis on making sure school construction and renovation projects provide the needed level of security. Many facilities are using the concepts of Crime Prevention through Environmental Design ( CPTED) to incorporate security steps in planning stages

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of a school project.

Through wise design strategies, schools can improve natural

surveillance and access control, and better define the separation between private and public spaces. Good facilities motivates learning and a strong foundation in the

development of the students employability and productivity. In addition, physical plant and facilities can be described in terms of the following: provides available quantity of tools, apparatus, equipment and facilities,

adequate chairs and tables, acquisition for new tools, apparatus, equipment and facilities. It contains library holdings in general references and in all areas of specialization, resources are relevant to arts and sciences and adequate in quality and quantity, balance exists in the collection. Every discipline is provided with enough books in proportion to the required number of volume and the collection for every major field is adequate and updated. As a result of underinvestment in education classroom backlog reached 19, 529 in the public elementary schools and 1,829 in secondary schools nationwide and teacher pupil ratio was registered at 1:50. In certain areas of the country the textbook student ratio has deteriorated to 1:5 in recent years. Failure of the education sector to modernize was evident in the past because of the absence of some basic services, facilities and equipment, which proved crucial to efforts at maximizing the advantages of technological developments. In recent years only 0.03% and 16.22% of public elementary and

secondary schools respectively had computers and only 1.93% and 53.35% of public elementary and public secondary schools have science laboratories.

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Curriculum and Instruction: F. B. Kyazze, et al, (2010), Curriculum and Instruction is a crucial dimension of quality education. The promotion of localized curricula is a way of encouraging such relevance in very different local, cultural and socio-economic contexts. It is an important component of the decentralization of education, governance and management. The localization of the curriculum is a pivotal process in providing greater flexibility to allow learning to become more meaningful and relevant. It supports policy formulation and standard setting for reform of the curriculum and the impact of this on teacher skills and knowledge. Localization will involve the use of local materials both as the subject and object of instruction. Localization will also involve making the local culture an integral part of the curriculum. However, there are a number of constraints in implementation of the localized curricula, including: lack of local technical expertise and material resources, fear of the unknown and resistance to change among teachers and local educators perhaps not use indigenisation. On one hand, Curriculum as emphasized by Smith (2000) is a body of knowledge to be transmitted, an attempt to achieve certain ends in students- a product, a process, and a praxis. It is a program of activities by teachers and students designed so that students will attain so far as possible certain educational and other schooling ends or objectives. It provides a basis for planning a course, studying it empirically and considering the grounds of its justification. Similarly, it is sometimes seen as limited to the academic goals and standards within each content area, and the books and learning materials that support those goals. According to Ronald Doll (2011), curriculum actually refers to all purposeful activity that takes place within the classroom. With this expanded view of

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curriculum, AC OT 2 has identified six key characteristics of curriculum for 21st century learning: it involves collaboration and community, is based on authenticity and

relevance, leverages real-world tools, resources, and methodologies, incorporates a rich continuum of teaching and learning strategies, is grounded in rich content with a 21st century context and creates linkages to the outside world. Furthermore, Glenn (2000) cited the importance of curriculum to teaching. The accomplishment of anything worthwhile, whether large or small, depends on the completion of goals, activities, and milestones. An effective curriculum offers all these things. It provide administrators, teachers and students, with structure and a sense of progression. It has an impact on the administrators that is a curriculum allows

administrators to provide a dynamic educational program for current and prospective students. Schools, colleges and universities attracts students with a variety of quality, competitive and flexible program curricula. It has an impact on teachers that is, a curriculum offers teachers the ideas and strategies for assessing student progress. A student must meet certain academic requirements in order to go to the next level. Without the guidance of a curriculum, teachers cannot be certain that they have supplied the necessary knowledge or the opportunity for students success at the next level, whether that level involves a high school, college or career. It has also an impact on students that a curriculum gives students an understanding of what must be accomplished in order to obtain a degree. Without such knowledge, students would be lost in a maze of academic courses that seemingly leads nowhere. They would have no assurance that they are

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taking the proper subjects toward a diploma or a degree. A curriculum promotes a sense of order and structure in the pursuit of academic success. On one hand, Fink (2003) emphasized that a curriculum is more than putting together a set of academically required subjects. Several things must be considered, such as the learning needs of students; the consensus of teachers and administrators; the expectations of the community; the current breakthrough in academic fields. Designing a curriculum involves the interactions of several participants, reaching beyond the academic wall to impact the entire community. Without an effective curriculum, students would not be able to understand or meet the challenges of the society. A curriculum prepares an individual with the knowledge to be successful, confident and responsible citizens. Similarly, Cook (2004) expressed that a good curriculum should be educationally sound. It should provide a comprehensive, balanced approach to learning, supporting all age groups in life- long learning. New concepts should build on previously learned material while challenging the students to learn new concepts. Materials should be attractive and inviting, and compare favourably with the learning aids the student is accustomed to using in the school setting. Students should be active in the learning process with a variety of involvement techniques which will often lead them to discover the truth for themselves. The best teaching is about 40% content oriented and 60% life- applicationoriented, so that the lessons are practical and aimed at change not only in knowledge and understanding, but also in attitude and action. Any recommended learning activities

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should be directly related to the lesson being studied, and certainly not just make- work task to keep the students busy. The best learning takes place in a setting which

consistently reinforces the main concept of the lesson from a variety of perspectives and approaches. It should also support a variety of approaches to learning through activities that actively involve the students. The students in any class bring a diverse set of backgrounds, abilities, learning styles, personalities, and personal preferences, all of which affect how individual students will learn best. Moreover, Sinclair, (2009) stressed that effective curriculum development and implementation may be achieved by considering the multidimensional nature of the term curriculum. A definition of curriculum should be considered in terms of its expressed, implied, and emergent dimensions. The expressed dimension is the written statement of learning objectives, sequence of contents, learning opportunities, and evaluation procedures. The implied or hidden curriculum consists of unstated messages or

unintended learning. The emergent curriculum, derived from examining the needs of the learner, includes ongoing alterations, adjustments, and additions to the expressed and implied. When developing curriculum, the expressed dimension calls for developing a curriculum platform, organizing subject content, and creating learning opportunities. Collected data of student perceptions form the implied curriculum. The emergent

dimension involves a process in which the teacher decides either to take supportive action to motivate student behaviour or begin action to eliminate sources of disconnection between the student and the curriculum. Implementation of curriculum is enhanced

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through perceiving teachers as leaders in curriculum improvement and the classroom as a unit for curriculum implementation, and assuring that a positive match exists between what the school requires of the teacher and what the pupils need. Similarly, Lyle (2006) explained that for a curriculum to be improved, curriculum mapping is needed. Curriculum mapping focuses on three Cs: Communication,

Curricular Dialogue, and Coherency. The first C- Communication under the 21st century curriculum maps are most often developed and maintained using an internet- based commercial mapping system. This Technological venue provides teachers and

administrators with easy access to the planned and actual horizontal r same grade level and/or same discipline, and vertical or different grade levels and/or different disciplines curricula for present and past school years. The commercial systems search features allow teachers to gain instant information in regard to mapping data to aid in curricular dialogue. This means that the level of communication is unprecedented. Curriculum mapping encourages innovation and thought about meeting differently and in new ways. Under the second C- Curricular Dialogue, the teachers take part in collegial relationships wherein they make data- based decisions about grade- level, cross grade level , disciplinary, and cross- disciplinary curricula and instructional practices. In addition, Curriculum Mapping has two guiding principles. Jacobs (2004) stated that teachers and administrators must consider the empty chair which represents all students in a given school or district. Second, if it is the students best interest to change, modify, stop, start, or maintain curriculum practices, programs and/or other related issues, there must be data- based proof to do so. These two principles are logical ,

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rational, and well-founded. One may consider them easy to implement, but oftentimes proves difficult in practice. The third C is Coherency a combination of 21st Century communication plus curricular dialogue eventually equals curricular coherency. Many teachers are currently engaged in what Jacobs (2004) refers to as treadmill teaching. Running breathless on grade- level or content area treadmills trying desperately to get everything they believe needs to be taught. If teachers took the time to slow down their treadmills and personally document and evaluate both the planned, and most importantly, actual learning, they may well discover that they are perpetuating a potentially incoherent curriculum. Curriculum Mapping is designed to ask teachers to record, reflect on, study, and revise their individual and corporate work. This cycle endeavour eventually leads a school or district to developing and maintaining an aligned curriculum that makes sense to all and most importantly to students. The following parameters are indicators of relevant curriculum contents: program of studies consists of logically arranged series of learning experiences reflecting institutional goals, contains relevant courses under each degree program, consistency on the subjects taught as described in the syllabus, curricular content reflects the dept and breadth of the professional and technical preparation required of its graduate, curriculum provides practical experiences related to the course for which the students are being prepared, curriculum reflects the mission statement of the institution, there is a planned periodic review, assessment and updating of curriculum in which both faculty and students are involve.

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Profile of the Respondents Age. Estabillo (2004) asserted that age is a biographical personal characteristic which affect job performance. There is a widespread belief that productivity declines age. It is often assumed that an individual skills decay overtime and that prolonged job boredom and lack of technical stimulation contributed to reduce productivity. However, dictionary defined age as the length of time that one has been alive. It is also a popular belief that age matters. Mans physical, psychological and cognitive capacities usually weaken and retrogress as age progresses. However, age does create more experiences and experience has been accepted as a greater teacher. Guevarra (2009), cited that a

school principal may perform not as high, numerous or fast with age, but he can probably perform more surely, meaningfully and comprehensively or smarter. It may be assumed that experience can develop a kind of self confidence, pride or strength which somehow affects older classroom teachers. It also implies increased in investments into

organizations which largely means that the older person focus more in contributing to the society where they revolve to satisfy the developmental tasks expected of their age. Meanwhile, Polit and Beck (2004) argued that as age increases, organizational commitment increases. It is certain that as people aged, his responses towards This can be attributed to the old

responsibility gradually swell to a higher level.

philosophical explanation that age is wisdom. The older the person becomes, the more development occurs. Moreover, as the age increases, responsibility soars higher, age implies increase in investments to the working institutions the better contribution and service can give to the nation.

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On the other hand, companies prefer fresh high school or college graduates. Young workers are assumed t o have better health, particularly perfect eyesight, which is essential for many production positions. These workers also thought to be more

productive but their lack of previous experience is the most important reason why young workers are preferred, because the most important criterion is not pre- existing skills but trainability. Firms prefer those with no previous experience because inculcation of work is easier with companys specific values and culture. Many recruiters like recent graduates because the molding and shaping of values is easier than those whose habits and ideas have already hardened. In addition, there is a general preference for young workers because of some characteristics attributed to them such as aggressiveness and creativeness. Most managers and supervisors had experienced that young workers are often the best because of being trainable and flexible in different situations. In support of this contention, Quintos (2005) cited that persons age is often associated with ones amount of energy and enthusiasm in doing things, the breath of experiences one has already undergone and the learning that go with the maturing years. Similarly, the relationship between age and job performance maybe an issue of increasing importance for the next decade. This is a widespread belief that job

performance declines with increasing age. Whether its time or not, business corporation believe it and act on it. Thus, the social security office has limited the age retirement at 60 years old optional and 65 years old as compulsory retirement. Studies show that the older a worker gets, the less likely for him to quit the job. As workers get older, the more to have few jobs alternative opportunities. In addition, old members are less likely to

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resign because their longer tenure tends to provide them with higher wage rates, longer paid vacations and more attractive benefits. Older employees have lower rates of

avoidable observer than the younger employees. However, older workers have higher roles of an unavoidable absence. This could be due to poor health and longer recovery period associated with aging. It is assumed that an individuals skills particularly speed, ability, strength and coordination decay overtime and prolonged job boredom and lack of intellectual stimulation and forgetfulness all contribute to reduce performance. ( Mc Kay, 1999) Sex. Medical studies reveal several variations in men and women capabilities caused the gender or sex factor. Women have been dubbed as the weaker sex, but the dimensions of their women can have edge over men. Gorman (2002) stated women have a more moderate physiological response to stress. Many facets of work settings can produce stress including deadlines, unmanageable workload, inadequate salaries, poor relationships with administrators or bosses and co- workers, few opportunities in decision making, role conflicts, and lack of appreciation. The greatest stressor is found in jobs in which heavy demands are made of workers. But workers especially female exercises little control over how the work is done. ( Brown and McGill, 1989). There is the socalled value of mind-setting. More so, women are assumed to be religious and is in control of the behaviour. The more in getting in touch with the stressful situation, the easier to become prone to illness and hypertension and most probably can lessen confidence resulting to the feeling of emptiness and insecurities. Alicias et. al (2002)

revealed that sex, negatively relates with altruistic behaviors. Women tend to be more

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cooperative, considerate, helpful and self- sacrificing. Santiago (2009) stated that women dominated positive attitude towards effectiveness of work. Statistics shows more women in the graduate and post- graduate studies. According to Reyes and Mayan, (2002) in comparable jobs, there is not much difference in performance between men and women. Women tend to be rated slightly higher than men in most variables in their study. Women are more democratic and less autocratic than men and look after the needs of employees than male administrators or employers. However, male employers or administrators are better leaders in

implementing the instructional programs. On one hand, women comprise a larger portion of higher education enrolments than men, women are likely to work on a part- time basis or not work at all as they are mothers, wives, and homemakers first. Women who worked at home are not created in the labor force, thus statistics show a higher unemployment rate in women than men. In terms of income, women earn less salary than men. In terms of occupation, women has a lesser number of job in architecture, engineering, scientist, physicians, lawyers, etc, and they have less opportunity in terms of career placements, job security, prestige and good salaries. Furthermore, Men tend to be more visual, tactile, and kinaesthetic than women. Most of them are also peer oriented and non- conforming and need the freedom to move around in an informal setting. In contrast, during learning situations women tend to be more auditory, conforming and authority- oriented than men, and are more able to sit passively. It is therefore necessary to understand that to satisfy their need for learning in the workplaces, men learned by

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doing the task with the work supervisors while women by the materials and facilities provided. Policy documents emanating from Organization for economic Cooperation and Development (OECD) (2010) acknowledged the fact that in most member countries, the teaching profession is characterized by sex imbalances. Female predominance in school teaching is to be found in most countries throughout the world. In the United States, United Kingdom and Ireland 80% are female primary teachers, in Canada 67% are female teachers in lower and upper secondary level, in Korea, Switzerland, and Netherlands between 28% and 40% are female teachers in the upper secondary level, in Brazil, the Russian Federation, Italy and Slovakia with 90% primary teachers. Moreover, Spencer (2008) reported that despite government efforts to attract men into teaching, the latest figures show the gender gap is widening. The Higher Education Statistics Agency in the United Kingdom found that males made up less than a quarter of all teaching qualifications obtained fro higher education institutions in 2006-2007, the lowest number for five years. In 2006-07, the number of women qualifying rose by 2% fro 23, 865 to 24, 335, while the number of men fell from 8, 065 to 7,610, a decline of 5.7%. The Training and Development Agency for Schools (TDA) is taking steps to remedy this imbalance with a new drive to attract more men into teaching, especially in primary schools where only 13% of teachers are male. As in most of the rest of the , teaching in the UK is a female dominated profession, especially at the primary classroom level.

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Additionally, the World Economic (forum) (2007) reported that in the gender/sex gap index, out of the one hundred twenty eight (128) countries, the Philippines is ranked six (6) of having female teachers that is, in the primary- 87%. In the secondary- 76% and in the tertiary -56% Likewise, US Census Bureau (2003) reported that overall, women have surpassed men in terms of completing secondary and post- secondary education with gender gap almost completely reversed. In 2006, 10.3% of males and 8.3% of females dropped out of high school. In 2005/2006, women earned 62% of Associates degrees, 58% of Bachelors degrees, 60% of Masters degrees, and 48.9% of Doctorates. In 2016/ 2017, women are projected to earn 64.2% of Associate degrees, 59.9% of Bachelors degrees, 62.9% of Masters degrees and 55.5% of Doctorates. Civil Status. Mison, et al. (2004) revealed that consistent research indicates that married employees have fewer absences, undergo less turn-over, and are more satisfied with their job than their unmarried workers. Likewise, married skilled workers are preferred for employment over unmarried ones, since they are considered more experienced and more emotionally mature. Married employees are more responsible and dedicated to their work than the unmarried workers. Civil status shows the respondents status whether single, married or widowed According to Acomular (2003) because of varying social status and responsibilities, performance maybe influenced by marital status. In support with this contention, Villafuerte, (2004) stated that working couples have extra demand in their time and energy. The conflicts of work, family roles especially in attending the needs of

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the children may arise. One source of strain is the fact that husband and wife are part of three role system: the wife role system, the husband role system and the joint family system. Each role makes demand at different times and partners have to decide which should take priority at each time. Careers are specially demanding and specially stressful when workers is getting established or being promoted. Mison, et al. (2004) revealed that consistent research indicates that married employees have fewer absences, undergo less turn-over, and are more satisfied with their job than their unmarried workers. On the other hand Encarta (2006) stated that in Chile, women have higher degree of independence than in any other Latin American country. More participation in public life and numerous in the trades and in profession. Many women from the middle and upper classes attain higher education and pursue teaching and other professional careers. Women assumed very important roles in the defense of their families against repression and economic privation of the Pinochet dictatorship. Most of them emerge as leader of human rights movements of the so called popular economic organization, collective gardens, communal kitchen and other survival strategies in the poorest neighbourhood. More significantly, women played an important role in the redemocratization movement that finally brought a return to civilian rule. Comparatively, in Japan, status of women had been a long term of social problem. Japanese law affords women the same economic and social rights as men. Nevertheless, fewer women than men attend four year universities, and in general women do not have equal access to employment opportunities and advancement with the ranks of a company or along career path. Efforts to increase womens opportunities have enabled more

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women should stay home to be wives and mothers which remains more pervasive in Japan than in many other industrialized countries and is a roadblock to many women who opt for other challenges. On the other hand, in the Philippines reports made by the Committee on the Elimination of Discrimination against Women (CEDAW) (2004) stressed that all women certified to have received appropriate training at any government or governmentaccredited training institutions are eligible to obtain loans from government financing institutions. Legally, women have equal access to bank loans, but reality and customs inhibit their financial independence. Having the greater share of property ownership, men are better able to provide collateral for larger loans, whereas womens access to credit is limited to smaller amounts. Similarly, although women have the legal right to independently enter into contracts, many financial institutions still demand that the male partner co-sign any financial contracts. Educational Attainment. United States Department of Labor Handbook (20102011) cited that a successful operation of an educational institution requires competent administrators. One of the qualification an administrator and a teacher must possess is

the degree of the educational attainment. The principal should be at least a masters degree and the teacher should be a graduate of Bachelors degree in education. Besides,

it must have a strong desire to grow professionally while in the service. It can be construed evidencing the knowledge, skills and values. Professionalism has been

learned, acquired and developed before practicing the profession.

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The educational attainment of a population, particularly of the young population, is an important indicator of the societys stock of human capital and its level of socioeconomic development. The educational attainment of youth in the age group 15-24 also reflects the achievement of the educational sector in the past 20 years. Based on Southeast Asian Minister of Education, Organization, Innovation and Technology (SEAMEOTECH) (2003), anyone who chooses a teaching career in the Philippines must hold a degree in teacher education. Teachers in public and private elementary schools must have at least a bachelors degree in elementary education. High school teachers are expected to have a bachelors degree in secondary education with specialization, a major and a minor in high school subjects. Both degrees are awarded upon successful completion of approved teacher education courses in recognized institutions. Teaching in colleges or professional degree programs at the tertiary level requires at least a masters degree in a particular area of specialization. A doctorate is required of those who teach courses in graduate programs. Specialist programs are also available in agriculture, business, industrial and physical education. Courses include a core of general education, at least one year of professional education and studies in the major teaching area. Curricula for each program are

approved by the Commission on Higher Education and institutions have flexibility to vary these models. Relative to this, the Magna Carta for Public School Teachers declared the policy to promote and improve the social and economic status of public school teachers, their living and working conditions, their terms of employment and career prospects in order

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that they may compare favourably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with proper educational attainment, it is being recognized that advancement in education depends on the ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance. This shall apply to all public school teachers except those in the professorial staff of state colleges and universities. Furthermore, education provides basis for intellectual development and a requirement for a professional employment. The higher the education acquired, the greater confidence he has in dealing with his superiors. A fact that an educated person is more likely to be productive than those who have no formal education at all is cited by Anderson (2008). Active involvement in continuing education should be a part of every professional employees capacity. The intangible rewards of positive feedback and

widespread recognition are very effective in encouraging pursuit of professional growth. Likewise, Africa (2001) elucidate that administrators with the higher qualification tend to be more achievement oriented and conscious of the standard of excellence as stated in the study about Factors Relating to Achievement Orientation Among School Administrators in Division City. Schools of San Jose Del Monte Bulacan. On one hand, Baciles (2007), numerous studies have shown that there is a strong relationship between educational attainment and worker employability and productivity. Moreover, the relationship between educational and economic development is expected to become more important in the future as technological innovations in the workplace

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require both management and labor to continually replace previously learned job skills with new ones. A well- educated labor forces grow more rapidly and can raise the employability and productivity of College of Education graduates because new innovations are implemented more quickly and propel technological improvements that are crucial ingredient in long term growth of institutions and communities. Relevant Trainings / Seminars Attended. Tamayo (2010), asserted that to insure professional growth while in the service, employee may undertake activities such as self- study, attendance in summer classes and regular college courses and participation in workshops, seminars, work conferences and others. This enhances efficiency and effectiveness of the individual in his job or any endeavour he has. Trainings, seminars and conferences aim to provide supplemental learning which typically cannot learn inside a classroom. In the Philippines, seminars in education are too many. Seminars update us with the latest trends and issues in a particular field. They enable us also to find new products and services that one might not know. On the other hand, the DepEd Integrated Scholarship Program which is covered by an annual Memorandum of Agreement between the participating institutions has been in operation for the last decade. In recent years, the grants have concentrated on short term training programs so that more teachers can benefit from the in-service training programs. Other training programmers include management skills for secondary school principals, conference- workshops for school administrators and master teachers, and short- term courses for both elementary and secondary school teachers.

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Among the measures taken to improve the quality of education in the future is a massive training program for teachers that will be implemented to develop skills for effective use of modern facilities. The program will consist of a pre-service and inservice training component. Pre- service will involve deregulation and re- orientation of the study programs of teacher education colleges towards specific teaching competencies evolved from analysis of clientele needs as well as adaptation of successful teacher education programs both locally and abroad. In service programs will sustain

professional upgrading or development of teachers through the revitalization of an existing school-based structure (Learning Action Cells) and by strengthening linkages with teacher education programs. In contrast, poor quality of education is due, among other causes, to deficiencies in pre- service trainings and in service training of teachers, and unqualified teachers teaching subjects outside their areas of specialization. For instance, only slightly more than half of the mathematics teachers in high school majored in this subject, while only 4% of physics teacher s majored in this subject. There is a need for an institutionalized support system to strengthen in-service training, clearly defined career paths and prospects of mobility in the teaching profession to enhance motivation. From 1980 onwards, massive staff development programs were institutionalized. The Department of Education conducted various training programs at the local level, including seminars and workshops on the maintenance of school facilities and other instructional tools and devices, and on the management of learning Resource Centers for elementary school administrators, seminars and workshops on effective instructional management of multi

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grade classes for teachers, and a training course designed to upgrade the competencies of public school teachers in assessing children with special needs. Zulueta and De Lara (2002) stated that training, is not a activity that is done once to a new worker in an organization. The training and development of workers has become a major preoccupation of contemporary management in any organization. If workers see that training is the usual way to achieve personal goals at work, they will welcome the opportunity. For training to be successful, workers must want to learn to improve their performance and supervisors must be able to teach subordinates raise the level of their performance. According to the University Continuing Education Association employers has begun to recognize the money spent on training employees is more realistically an investment rather than a cost. A more skilled workforce results in increased

employability and economic productivity. So, organizational spending on workforce education and training is on an upward path. (UCEA 2002). Increasingly, education and training are seen as an important determinants of the employability, productivity and income potential of the worker. The productivity of labor- the output produced per hour of work- is becoming more and more a function of what the employee knows and can do. As the economy shift to one in which the value of strong minds increases relative to that of strong backs, employers seek skilled and educated workers. The demand for education and training thus increases to ensure the stability and growth of the institution.

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Based on the foregoing literatures, it shows how training affects the behaviour of people in every organization. As mentioned, the trainings of every worker, stakeholders in an organization help a lot in discharging duties efficiently and effectively. When faculty members are trained how to make produce quality graduates, eventually they could show their own products eagerly and proudly. Scholastic Achievement. Hansen, Weisboard and Scanlon (2010) pointed out that in our educational system, Scholastic Achievement is a vital element that clears the path to higher levels of educational attainment and job opportunities. Economist and employers of the different institutions traditionally look upon scholastic achievement, as a quality factor that differentiates a persons productive capacity in the labor market. The competitive economic system rewards such quality differentials by high wage rates or salaries. This effect of scholastic achievement upon economic activity has been revealed in the literature. (Hansen, Weisboard and Scanlon, 2010) Quality education depends on a larger extent on the scholastic achievement level of the teaching profession as an indication of the standard of education in the country. The success of the institution depends upon the possibility of providing instructors who have a high scholastic achievement, a common command of the special pedagogy and teaching techniques required to their new form of education work. On one hand, Guevarra (2009) stressed that achievement is in direct relation to good teaching and suitable learning conditions with regard to space, proper lighting, availability of books, equipments, proper class management and school administration.

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On the same note, Puno (2005) stated that institution may come up with best policies but if leadership of the administrators is weak the institutional performance will still suffer. Thus, there is the saying: Walang masamang gunting sa magaling na

barbero. Scholastic achievement also depends on the educational system of the institution run by the administrators and instructors. Adminstrators should be willing to take the risk of the goal of HEIs of moving forward but if theres no place for

development, Rocking Chair Syndrome will set in, wherein people are perpetually in motion but the Higher Education Institution is not developing and improving. On the other hand, Microsoft Encarta (2006) cited that in America, the role of the federal government in setting education policy increased significantly with the passage by Congress of the No Child Left Behind Act of 2001, a sweeping education reform law that revised the Elementary and Secondary Education Act of 1965. Signed by President George W. Bush in 2002, the new law seeks to identify poorly performing public schools by requiring states to test students in grades three through eight annually in reading and math. Schools that fail to make adequate yearly progress toward state proficiency standards must allow students to transfer to better-performing public schools. If poor performance continues, schools must offer supplemental services such as private tutoring; persistently failing schools must take corrective actions, such as replacing certain teachers or changing the curriculum, or risk being restructured or taken over by the state. The law also requires all public school teachers to be highly qualified in their subject areas by the end of the 2006 school year.

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Although the No Child Left Behind Act passed with broad support from both Democratic and Republican members of Congress, the law has stirred considerable controversy in the education community. Some critics argue that federal funding of education is insufficient to accomplish the goals of the law and that the law erodes local control over schools. Additionally, some education officials have warned that under the laws strict provisions, many schools will be identified as failing even if they are making progress in most areas. However, other officials have praised the law for its goal of improving the academic performance of all students, including poor students, minorities, and students with disabilities. Furthermore, Damian (2007) expressed that in Bush Administration specifies what defines highly qualified teacher. It is based on the premise that teacher excellence is vital to realizing improved student scholastic achievement. This legislation, along with typical hiring and compensation systems assumes that years of teaching experience, teacher certification standard assessments are indicators of highly qualified teachers. Enhancement of teacher quality is likely to be quite costly. Increases in teacher salaries, incentives such as loan forgiveness programs, heightened teacher preparation requirements and other efforts to prepare, recruit and retain high quality teachers are all associated with substantial cost. Eligibility. Microsoft Encarta Dictionary (2006) defined Eligibility as suitability, aptness, entitlement, worthiness, admissibility, fitness and appropriateness. . Eligibility refers to the examination given by the government and has taken by the teacher in his term as a public or private employee. Eligibility examinations are as follows: Civil

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Service Eligibility Examination given to honor graduates to attract the best qualified teachers to enter the government service. This is in pursuant to Presidential Decree No. 907. The honor graduate must apply to the Civil Service Commission by accomplishing the DECS form PD 907 certified by the School Registrar attested by the School Head with the official seal of the school. The following documentary requirements must be accomplished: original and photocopy of at least (1) valid ID with picture and signature, three pieces of identical colored in white background Philippine passport picture size (4.5cm x 3.5 cm or 1.8 x 1.4), in standard close-up shot, showing left and right ears, with handheld and written name tag (positioned of approximately one inch below the chin) showing signature over printed name in the format First Name- Middle Initial- Last Name Extension Name; Original and photocopy of Birth Certificates issued by the National Statistics Office. (In case NSO birth is not legible, the applicant can submit the original and photocopy of Birth Certificate issued by the Local Civil Registrar ); and Dry sealed certification from University or College that the applicant graduated summa cum laude, magna cum laude or cum laude. Sub Professional Examination and Licensure Examinations for Teachers. As part of the DepEd requirements, it is very much needed in the teaching force. The basic requirement for teacher is a Bachelors degree. Teachers qualification is

very essential in the field of training. Aside from the educational qualification for teachers, a professional license for teacher is a prerequisite for a teacher to land a job. Thus, the licensure Examinations for Teachers (LET) was enacted through Republic Act 7836, superseded the PBET. LET is an offshoot of the EDCOM recommendation to

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adopt periodic licensure examinations to qualify both public and private school teachers as professionals. After passing the LET and getting the license to teach, teachers are required to accumulate Continuing Professional Education (CPE) points for license renewal. This post LET requirement compels teachers to continually upgrade their

teaching skills and keep abreast with the latest in teaching methods and percepts. The law was enforced in 1996. A teacher must passed the government exams in order to be illegible. The respondents who have passed the civil service eligibility and government examinations are more highly skilled and hired in the workforce. Taking the LET or Licensure Examination for Teachers is another component that a college or university institution must have in order to be called a performing institution. According to R. A. 7784 better known as An Act Strengthening Teacher Education in the Philippines by establishing Centers of Excellence particularly Section 2: Definition of Terms, paragraph to wit: Centers of Excellence shall be a public or private college, institute, school or agency, engaged in the pre-service and continuing education, formal and non- formal of teachers and teacher educators that has established and continues to maintain a tract record in teacher education ( in terms of number of graduates and their performance in the government examination for teachers and their professional Achievement), research and community service; whose graduates are models of integrity, commitment and dedication to education. The centers of excellence may exists by themselves or within a university or college.

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It is therefore empirical that in order to become a center for excellence in teacher education, an institution must perform well in the board examination . LET performance of the colleges and universities would affect the employability and productivity of the college of education. If a school has a good standing in the board examinations, it will redound to attracting more students which would mean more responsibilities for faculty members, thus graduates would easily be more employable and productive. Furthermore, Republic Act no.8981 clearly defines the vision and mission of the Professional Regulation Commission which supervises 43 professional regulatory boards (PRBs). It is the instrument of the Filipino people in securing for the nation reliable, trustworthy and progressive system of determining the competence of professionals by credible and valid licensure examinations and standards of professional practice that are globally recognized. It is to deliberately, scientifically and consistently determine the competence of professionals through the provision of professional standards and judicious issuance of professional license. Hertz (2000) emphasized that the licensing examination is one of the last hurdles that a candidate must face in the licensing process. A board has the ultimate

responsibility to ensure that the examination meets technical, professional and legal standards and protects the health, safety and welfare of public by assessing candidates abilities to practice competently. Once a candidate has passed a licensing examination, the board must be comfortable granti the license, thus assuring the public and the licensee is minimally qualified to practice at the time of initial licensure. A board must

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understand the purpose of a licensing examination in order to appreciate the process of developing, maintaining and administering. The sole purpose of a licensing examination is to identify persons who possess the minimum knowledge and experience necessary to perform task on the job safely and competenly not to select the top candidates or ensure the success of licensed persons. Therefore, licensing examinations are very different from academic or employment examinations. Academic examinations assess how well a person can define and

comprehend terms and concepts. Employment examinations can rank order candidates who possess the qualifications for the job. A good licensing examination should be reliable and valid. A licensing

examination that is reliable produces consistent results from administration to administration when it is based on clearly outlined test specifications as well as established technical and professional standards. Validity of examination is inferred if the examination test job- related task or knowledge established by the results of the job analysis. An examination is considered content valid if it is based upon the results of a job analysis sometimes called an occupational analysis or practice analysis. Content related validity is based on the premise that a candidate who passes licensing examination is knowledgeable in the required content of the job.

Student Teaching Performance Rating. In most of the reports after that of Coleman in the United States of America (Coleman et.al 2000), research findings confirmed that student teaching performance rating or teachers quality appears to be the

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most important factor influencing student performance (Goldhaber & Anthony 2003) Their rating builds teachers confidence and has been regarded by the International Association for the Evaluation of Educational Achievement as being essential in qualifying teacher competence. Smith et al. (2003) defined performance rating as the process of identifying, observing, measuring, and developing human resources in organizations. It presupposes a two way communication process between supervisor employee, bearing in mind that they were originally intended to focus on three areas: development, motivation, and recognition of achievement. It may also be defined as the manner, or the capability of doing something. Harvards David A. Garvin (2003) defined performance as actually getting something done and believed that organizational learning like human learning is one that turns new ideas to improved performance. It involves three stages: cognition (learning new steps), behaviour (developing new skills and abilities) and performance. Nestrom and David Keith (2000) stated that motivation resulting from a persons attitudes and abilities includes ones skill in doing things together, determine a persons potential performance in any activity. The rapidly evolving challenges of private universities and business schools alike, as stressed by Stewart and CarpenterHubin (2001), includes the need to widen the present objectives of the performance appraisal to respond to the emerging needs of stakeholders. Since the 1990s accountability in higher education has become a

challenging issue for higher education. Employees evaluation are an important part of maintaining a motivated and skilled workforce. Employers should evaluate and assessed

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their employees on a regular basis, not only for the company but also for the employee to receive feedback on the quality of work they do. Performance ratings are the written appraisals of performance compared to the performance indicators for each critical result in an employees performance plan. Some of the key topics that should be covered in a thorough employee evaluation are work processes and results, communication skills, decision making skills, interpersonal skills, leadership skills, planning skills, program/ project management and interacting with external environment. Dominado (2011), asserted that an evaluation should not only consist of performance metrics, but also behavioural metrics. In addition, to gauge the potential growth of an employee the employer should specify some unique characteristics fitting to the industry the company is in. The goal of the evaluation should be to encourage professional excellence from the employees, rather than be used as a tool to point out shortcomings. As cited by Punla (2007) current educational reforms have focused attention on identifying and measuring students outcomes and performance using standards to assess and make improvements in programs and holding teacher education programs accountable for the performance of their graduates. These factors have made it essential for teacher education programs to investigate ways to determine how first year teachers perform in the classroom based on accepted standards. The study found out that the relationship between first-year teachers and how prepared are them to teach in or outside of their fields of study which was interpreted as being statistically significant. First year teachers employed out of field felt that teachers

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were unprepared for the teaching (33.9%). In contrast, 66% felt teachers were well prepared to teach outside the field study. These percentages are comparable to first year teachers teaching within the primary area of study who reported being unprepared (11.4%). Teachers in the first year of employment within the major area of study reported being well- prepared (88.6%). The effect was .49, which is considered to be in the moderate range. The majority of recent graduates from teacher education programs (88.6%) who were teaching within their primary fields of study felt well prepared for their first year of teaching. In contrast, recent graduates who were teaching out- of field, 66.1% felt were prepared for their first year of teaching. The difference of 22.5% seems to be consistent with Baker and Smith (1997) research on teachers who out- of field questioning the adequacy of the teacher education program. Clearly, this is an issue that must be taken into account when teacher education programs use data from interviews of graduates to determine if changes in educational curriculum need to be considered. Survey data from out- of field teachers when included with data from infield teachers might be misinterpreted by evaluators as indicating a possible deficiency in the teacher education programs when a deficiency is not present.

Related Studies To establish a more viable information about the employability and productivity of Secondary Education Graduates in the Selected Private Colleges in Region III, the researcher looked into various studies to provide her with necessary knowledge about her present study.

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In terms of employability, Verceles (2003) conducted a Graduate Tracer study of Don Mariano Marcos Memorial State University (DMMMSU) from 1995- 2003 in Region II . The study focused on the employment status of graduates from various curriculum programs for evaluation. The descriptive survey method was employed in this study. Base on the findings, there is a difficulty in tracing the whereabouts of graduates and likewise the retrieving of the research instruments which are some causes of the scarcity of the respondents. The study found out that graduates were employed as teachers, new in their work and have low monthly income. Most of the respondents occupied the lower level position in the teaching profession and a lesser number were graduates of MA / MS Graduate degree. Majority of them graduated with a BS / AB degree and were Teachers Board Passers. Respondents selected the teaching profession because it is affordable by their families. The agency of most of the respondents offers several fringe benefits and gives extra pay. professional status as satisfactory. Most of the respondents rated their

The following recommendations were stressed:

Agencies should offer higher compensation to the teachers and their profession as bounded by Herculean tasks; Teachers should continue to pursue higher education because education is changing. Scholarship grants should be given to teachers who want to pursue higher education to upgrade their competencies; agencies should continue to maintain fringe benefits to teachers for this is an excellent way to help these shapers and navigators of learning. Verceles study is similar to the present one. The former dealt with the

employment status of Don Mariano Marcos Memorial State University in Region II from

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School Year 1995-2003 with related factors namely: educational attainment, licensure examination performance or ratings, monthly income and benefits whereas the present study focused on the employability and productivity of Secondary Education Graduates in Selected Private Colleges in Region III from 2005-2010. Both studies looked into the empoyability and productivity of their respective region. Similarly, Punla (2007) made a study on the Tracer Study of the Bachelor of Elementary and Secondary Education Graduates of Bataan State College from School Year 2000- 2005: An Analysis. This study aimed to determine the demographic profile of the BEEd and BSEd graduates as regards to their age, gender and civil status, the percentage of the total number of LET passers, the employment status, how the academic performance and practice teaching affect the present job of the graduates, the significant difference on the effect of academic performance and practice teaching on their present job, the problems encountered by the graduates employed as teachers in present job and their suggestion for the improvement of the Education course in BSC. The study found out that two hundred forty five or 43.75 percent of the respondents belonged to ages 2425, of which one hundred sixty three or 45.03 percent were from BEEd and eighty two or 41.41 percent were from the BSEd. Four hundred sixty two or 82.5 percent were female and ninety eight or 17.5 percent were male. Four hundred eleven or 73.39 remained single, and one hundred forty nine or 26.61 percent were already married. Eighty or 34.13 percent BSEd graduates from school years 2001-2005 passed the LET or sixty eight or 34.34 percent were among the researchers respondents. While there were two hundred thirteen or 47.44 percent BEEd graduates who also passed the LET from school

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years 2001- 2005 of which one hundred seventy eight or 49.17 were among the researchers respondents. With regards to teaching job, one hundred seventy eight or 31.79 percent were teaching. Among them, five or 1.17 percent were in the State Universities and Colleges, sixty one or 14.25 percent in Public Schools and 112 or 26.87 percent were in different Private Schools. Of the five hundred sixty respondents, one hundred thirty two or 23.57 percent were unemployed. Two hundred fifty or 44.64 percent were underemployed of which one hundred seventy five or 40.89 percent in other private companies and there were 4 or .93 had other jobs. BEEd and BSEd respondents who were teaching rated as Very Much useful, all the basic subjects they have taken in college where English topped the list while Principles and Methods of Teaching and Teaching Strategies among their Professional Subjects. Science Major respondents rated General Botany and General Zoology as Much useful with both 2.21 weighted mean; Solid geometry as Much useful with 2.25 weighted mean, for Math majors and Philippine Economic Development and Political Theories and Movements as Very Much useful with both 2.70 weighted mean. On Campus Teaching was rated Very Much useful among BEEd with 2.35 weighted mean and Much useful among BSEd with 2.08 weighted mean. Off campus Teaching were both rated by the BEEd and BSEd

respondents as both Much useful. There is no significant difference on the effect of basic subjects, professional subjects and Practice Teaching as variables on the present job of the BEEd and BSEd graduates. Respondents considered the big class size as the primary problem followed by student discipline and classroom management. Respondents

suggested that adopting a new curriculum to meet the demands of the changing time and

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employing more qualified college instructors with graduate degree qualification will improve the education course in BSC. Base on findings and conclusion drawn, the following recommendations were offered: to attract more male students to become The

teacher, BSC should assign male teacher during the career guidance seminar.

government should increase the salary of teachers so that more teachers will not leave the teaching profession particularly the male teachers. The college should improve from time to time the syllabi of the different subjects particularly of the major subjects so as to meet the demand of the changing time. The college should also look to the extent to which the subjects were covered and taught. There should have a strong faculty

development program to keep faculty attuned to the fast changing time. There should have faculty members who have a big heart and untiring soul for the students who took up the teaching course undecided, of less capable and forced by circumstances because teaching requires a greater degree of knowledge to handle all the adversities of the teaching world. The study of Punla is connected to the present study since all the variables involved such as demographic profile of BSEd graduates as regards to their age, gender and civil status, the percentage of the total number of LET passers, the employment status are part of the researchers investigation, the difference lied on the locality and the scope of respondents. The present study focused on the BSEd graduates while the latter includes the BEEd and the BSEd respectively. Whereas, Mugabushka (2002) advocated the use of a graduate tracer study( GTS) as an appropriate tool in determining institutional capability in preparing graduates to

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meet the demands of the workplace. The (GTS) involves the determination of graduates in the job search mode, lead time, and employment conditions, where the knowledge acquired in schools are used at work, in promotions and job satisfaction. The graduate tracer study (GTS) creates an empirical portrait that describes the employment aspects of graduates of a comprehensive university in the Philippines during the years 2001-2004 to identify policy imperatives for greater relevance of higher education curricula to industry needs and expectations. The changing nature of the work environment, the emergence of technology driven processes, and the diversified needs of clientele are challenges to the ability of colleges and universities to meet the demand for employable graduates. The present study is related to the above- cited study since variables namely: person related factors, employment status and student teaching performance in Tracers study are factors that the researcher would like to investigate that might have influence the employability and productivity of the Secondary Education Graduates in Selected Private Colleges in Region III. Likewise, Alcantara (2001), in his pursuit to find out the factors associated with the employability and productivity of College of Education, among the findings are as follows: majority of the 1996 to 1998 graduates of the College of Education of BPSU are permanent, only 125 out of 408 respondents are having temporary employment status, 22 are casual, and 50 are contractual; 241 revealed that they applied once for a job, 114 admitted that it took them two times in filing an application form, 43 asserted that they applied three times, and 10 applied four times; and with regards to nature of employment 232 are employed as teachers however, 52 are engaged in sales/field work, 59 as sales

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clerk, 50 are working in factories/ industries, 5 as clerk, there are also 10 unemployed. This study also showed that the tearchers competence ranked first among school related factors which only mean that the ability of the teachers to performed their duties in delivering the knowledge and skills to students satisfies teachers productivity and employability, laboratory/ shop facilities moderately adequate, and library facilities is perceived to be strong indicator of graduates employability with mean rating of 4.33 and a standard deviation of 0.67. This means that respondents are seemingly agreeable to factors as related to dependent variable, to be moderately adequate. Likewise, curriculum is perceived by the respondents as indicator of graduates employability and productivity. Similarly, Nandola (2008) made a study on the Higher Education and Employability The Current Indian Scenario. The study aimed at bringing out the current state of higher education and employability in India in the limelight. Indias

higher education system is the third largest in the world, after China and the United states. Every year, India is producing lakhs of graduates in various disciplines. India Inc. is now confronted with a severe crunch of quality manpower as the undergraduates in the general stream of Arts, Commerce and Science being turned out by the countrys educational institutional are just not up to the mark. Only three out of ten respondents sway and are completely satisfied with the new undergraduates that have hired in the last 12 months. It is projected by the 2020 that India will have maximum number of people in age group of working population thereby making it a superpower. The best that can realistically be achieved maybe for higher education, to facilitate development in students of the understanding skills and attributes that will help them to make a success

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of their careers. There comes a point to make a step-change-higher education can take them so far but then they have to deal with the challenges that employment throws up. According to a widely quoted study of McKinsey (2008), only 25% of engineering graduates and 10% of general graduates were considered employable by multinational companies. This data reflects the poor standards of higher education in the Indian country. Several issues have figured in the discussion on higher education, issues relating to Access, Equity, Quality and Employability are the most important which have prominently figured in this study. The Human Resource Development Ministry is busy hard-selling its reforms, especially the Foreign Universities Bill. One several occasions in the last one month, the HRD Minister Kapil Sibal stated that India would need more universities and colleges to increase the Gross Enrolment Ratio (GER) from the present to 30 percent by 2020. Mr. Sibal is just doing what his predecessors did in the past. The number of universities increased from 20 in 1947 to 480 in 2010 indicating in nineteen fold increase. Similarly, the number of colleges have increased from 500 in 1947 to 22,000 in 2010, more than twenty-fold increase. But even today, less than 25 percent of students from all these institutions are employable. This year the government approved 70 new colleges, increasing the number of engineering colleges in the state to 645. However, only top 10 top engineering colleges were able to fill the seats in the management quota. Furthermore, a study based on two main concepts of employability was propounded by Yorke et.al (2003) in the concept of relating to the ability of graduates to overcome job challenges and the ability of the graduates to become employed. These

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two concepts draw a line between employment and employability. Being employed means having a job and being employable means having the qualities needed to maintain employment and progress at the workplace. Researchers have noted a skills gap is occurring between the demands of employment and the level of educational preparation of graduates (Andrews & Wooten, 2005). Specifically, employers do not feel as though higher education is succeeding in adequately developing the employability skills of graduates (Peddle, 2000). A common belief in industry is that higher education institutions should equip graduates with the proper skills necessary to achieve success in the workplace. Employability from the perspective of higher education institutions is producing capable graduates that affect all aspects of university life, including the delivery of academic programs and co- curricular activities stressed by McQuid et al. (2005). The employability skills in this study were based on traditional intellectual skills such as, critical evaluation, logic, communication, numeracy information technology, learning how to learn, personal attributes, and knowledge of organizations. Moreover, De Guzman (2008), made a study on the impressive Employability Profile of Comprehensive University Graduates to middle level management positions particularly those representing the social behavioural sciences, natural sciences, medical fields, engineering, technology and mass communication brought about not by academic honors of the graduates but through capabilities such as knowledge, skills and attitudes used in work places. There is a need to develop a more functional framework for employability where the diversity of fields of study offered in universities is linked to the diversity of employment. The knowledge, skills and behaviour creates competence. It is

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the ability to perform well in a specific role. Knowledge provides the expertise and information. Skill is the capacity to bring about desired results. And the employees behaviour can help or hinder achievement of the results. For example, a person in a managerial role needs the ability to see things in a systems perspective, emotional intelligence to cope with all kinds of situations, leadership to identify what needs to be done and then exert influence to get it done, and negotiation skills to strike a compromise when it becomes necessary. Higher education institutions were producing many

graduates who were unable to find employment to match their educational skills. This lead to certain institutions being known as diploma mills, earning profit for chasing out jobless, graduates or underemployed graduates. It also created a group of highly To prevent this

educated, discontented youth quick to criticize the administration.

situation from further deteriorating two surveys were performed: Higher Education Labor Market Surveys I and II or HEMS I and II. These studies researched and surveyed the transition from school to work over a period of time, then made recommendations based on their findings. With the Philippine economy unable to employ its graduates, these skilled workers looked overseas for employment. An exodus of professionals and skilled labourers ensued. The situation has been referred to as brain drain of the

Philippines. In 1996, the Philippine National Statistics office reported that the majority Overseas Filipino Workers (OFW) were in Asia / Middle East (78.8%). While definitely being a grave problem, it has had some positive effects. According to the US State Government Background Notes on the Philippines, the countrys economy was less

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severely damaged by the Asian Financial crisis of 1997 due to the considerable remittances from overseas workers, totalling approximately $5 billion annually. Likewise, Bergado (2001) conducted a study on the Employability of Graduates of Information Technology determining that the graduate respondents are more or less ready and fit to join the workforce of the nation. Having outnumbered the men, women are attracted to information technology related courses and not only to the Liberal Arts and Education courses. More respondents were still single and seemingly appeared that they prefer to look for jobs rather than spouses. As far as personality trait was concerned, these graduate from information technology and related courses were aggressive, forward looking and responsible. Graduates landed on their jobs in less than a year which means that their skills and knowledge were in demand. However, their appointment status was mostly not permanent which can be construed as a companys policy that new employees have to prone their worth in order to get the permanent status. Career wise, these respondents did not enjoy any professional movement in their work which can be concluded that they are affected by their appointment status. Hence, this phenomenon is a challenge to higher education institutions to prepare their graduates to meet the demands of the work. The range of salaries they were receiving was below the minimum wage requirement. It is also concluded that there is a need for representation or

coordination by CHED and Information Technology Panel to the National Wages Board of the Department of Labor for Information Technology discipline. the resolution on Wage Standardization in the

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Relative to this, Espinueva (2001) conducted a study on the Employability of Bachelor of Science in Industrial Education (BSIE) graduates in Region IV. The study aimed to determine the profile of respondents and the employment status of graduates. Base on findings, majority of the respondents were employed as teachers, industry workers, self-employed and are successful in their chosen career and earning with a salary bracket from P 5,00.00 to P 9,000.00 per month. Accordingly, the type of

institution is an indicator to the employability, career success and income status of the graduates. It is a strong indication that the policy standards of the teacher education program was strictly implemented particularly in student admission, training, adequacy of material, human resources and administrative support. The study stressed that the teacher education institutions, be it State Universities and Colleges, CHED Supervised institutions or Private Universities and Colleges in Region IV should adequately prepare the BSIE graduate not only for the teaching profession but also for industry based occupational manpower needs and even for entrepreneurial endeavours. On the other hand, Africano ( 2003 ) made a study on theEmployability of Graduates of Eastern Laguna Colleges, Bases for Institutional Development in University of Rizal Morong. The study aimed to determine the significant relationship between person related factors as indicated by sex and civil status, the type of employing agency and employment status of graduates. The study found out that male graduate are more employable than their female counterparts. Moreover, the unmarried graduates have greater opportunities to be employed in the hospitality institutions than the married ones. In addition, instruction is significantly related to employment status, mode and entry to

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the job and type of employing agency; curriculum and job preparedness (technical skills) is significantly related to all the employability indicators. The findings partially confirm the hypothesis that there is significant relationship between school related factors and employability of graduates. It expected that the graduates who possess the right knowledge, skills and attitude (KSA) trained from quality instruction, updated facilities and relevant curriculum have more opportunities to land in high paying jobs. Relatively, Van Ark (2007) conducted a study about Employability and Productivity of the Organization for Economic Cooperation and Development and was found out that the systematic application of knowledge and science to producing goods and services has greatly increased the value of education and training for woman and men. Data also revealed that the general downward trend in the share of low skilled workers has the increase in the share of highly skilled workers in industry. In addition, it was noted that the productivity growth and rising education levels in the labor force have been associated with faster employment growth. The education, training, and lifelong learning foster a virtuous cycle of higher productivity, more employment of better quality, in come growth and development. Bertelsmann Foundation (2006) conducted a study regarding, Responsibility for Ensuring Employability. Regardless of the educational level or age of respondent, 94% stated that they believed that they were responsible for ensuring their own employability. However, 67% and 62% respectively of the respondents felt that superiors or management were responsible for this too. Some 92% of these respondents specified that they wanted to be informed about continuous training opportunities by their employers,

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while 77% stated that they would like to participate in continuous training to enhance their employability. More than half of the employees surveyed (52%) believed that educational institutions, such as universities, vocational schools, adult educational centers a continuous training providers, were responsible for promoting their continued employability. Human resource departments (32%) and unions (20%) were not regarded by the respondents as having an important a role in this respect. On the hand, Obach (2008) made a study on the Index of Employability and the Performance of the On-the Job Training Program of St. Michaels College. The study aimed at assessing specific factors affecting the success of the schools OJT program. In the effort to leverage the requirement of the companies for the new graduates, this study examines the implementation of St. Michaels College on-the-job (OJT) program in relation to graduates employability. While a training experience is academic in nature and a significant concern in Higher Education, the fact that it involves practical learning in the workplace should make the training program more dynamic and skills centred for the students, considering that they are prospective entrants to the workplace. For learning to take place, the program must be matched by the companies, participation and commitment to mentor the student-trainees. Consequently, academic preparation,

learning styles in workplaces, students assessments of specific OJT performance indicators as well as their views of the learning process were thematically associated with the implementation of the OJT program. Base on the findings, the profile of the

respondents, particularly gender, age, course, month and year OJT started and duration of training are not correlated to being academically prepared for an on the job training.

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However, when correlated to the general and major subjects applicable and significant during the training English is consistently the most helpful subject in OJT all through the years observed, except in 2003 where considerations for English and Filipino subjects are almost the same. Next to English, the respondents viewed Religious and Islamic studies as integral to their formation. Sixteen percent of the respondents cited that Values and Work ethics are dynamic in the workplaces and that they had the difficulty in coping with these. With regards to the learning styles in workplaces, it is remarkable that women posted the highest overall quality and training satisfaction rate at 93.5 percent while significant dissatisfaction were observed among men, specifically on the ability and the availability of the work supervisors to teach the required competencies by the companies. Although women were generally satisfied with the overall training, 79 percent of them said that the workplace they were assigned had no adequate facilities necessary for learning. Related Studies of Dunn and Griggs (2002) supported this observation by defining the learning differences of men and women. As defined, men tend to be more visual, tactile and kinaesthetic than women. The studies are also more peer oriented and non-conforming and need the freedom to move around in an informal settings. In

contrast during learning situations women tend to be more auditory, conforming and authority oriented than men, and are more able to sit passively. It is therefore necessary to understand that to satisfy their need for learning in the workplace, men learned by doing the task with the work supervisors while women by the materials and facilities provided. Although the desire to work in the host companies could be seen in age groups 17-20 and 21-25 years old, it is to be noted that high employment opportunity is

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observable among the age group 26-30 years old as shown by their 92 percent satisfaction rating for the performance indicators set to measure employability. Eighty out of 140 students from age group of 17-20, believed that their chance to be absorbed in the industry is greatly dependent on the theory learned in school and the ability and expertise of the site supervisor to reinforce this theory. Age group 21-25, on the other hand, though that the broad based skills needed for the career were dependent on the availability of the supervisor to teach the required skills. However, those within age group 21-25 believed that program administrations quality of advice and the job placement were very important factors, in coping with the work situation. In the years studied, the month of April and November, as the start of the OJT program got the lowest OJT program satisfaction posting at 88.6 and 80 percent respectively. Learning the skills needed for the career, the theory needed to work for the industry, and the expertise of the work supervisor to teach the required skills during these months were to some extent found to be limited with just 80 percent satisfaction rating which is lower compared to other measurements. Respondents explained that limited time, work supervisors

knowledge and attitude towards the trainee and unmet expectation were factors hindering the learning process. Likewise, Sison (2001) made a study on the Employability, Productivity and Job Satisfaction of Private Education School Assistance (PESFA) Scholar in the Post Secondary Level, Region I. The study found out that the biggest number of employed graduates belong to those samples with ages ranging from 20 to 23 and the ages of most graduates upon job entry ranges from 19 to 22 years old. This indicates that majority of

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the employed graduates finished their course on time. Considering the normal school age in the Philippines, the performance was highest among middle age. Performance of old workers was lower than that of the middle aged but considerably higher than that of the young workers. A recent study reveals that the majority of middle-aged employees would welcome flexible retirement arrangements. A total of 77% of the employees surveyed stated that they would prefer to work until the age of 65 years which is the official retirement age. Working in a reduced number of hours after a certain age and a greater appreciation of their work by employers were mentioned as major motivating factors for employees who would be willing to work until the official retirement age. For instance, being given more demanding tasks at work by employers to develop the required skills is cited as an important measure to ensure their continued employability and productivity. Aside from the age, the gender was given consideration in the performance of the work. Not only does the society demands conformity to its basic values and more, it also assigned specific roles to each members and it expects that to certain established behavioural patterns. Moreover, Robinson (2008) made a study on the Assessment of the Employability Skills Needed by Graduates in the College of Agriculture, Food and Natural Resources at the University of Missouri. The purposes of this descriptive study were to assess

graduates perception on the importance and competence levels of performing identified transferable skills in the workplace and use the Borich need assessment model to identify the skills most in need to enhance the curriculum. The findings revealed that solving problems, working independently, and functioning well in stressful situations were

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perceived by graduates as being Most Important to their job and identifying political implications of the decisions to be made was the Least Important. In terms of

competence, graduates perceived themselves to be Most Competent at working independently, relating well with supervisor, and working with fellow employees and Least Competent at identifying political implication of the decision to be made. When using the Borich, model, solving problems, allocating time efficiently, communicating ideas verbally to groups and accepting constructive criticism were the skills with the highest mean weighted discrepancy score, indicating a high need for curriculum enhancement. However, research has hinted that entry-level graduates are not equipped with the general, transferable skills necessary for employment and thus are most prepared to enter the workforce. Graduates perceived that many of the employability skills needed in the workforce are more important than their actual ability to perform the said skills. However, Dunn and Rawlins (2000) asserted that a reason for graduates being illprepared to apply the transferable skills to their work is the fact that students often fail to realize the importance of possessing transferable skills and assume that mastery of technical skills within disciplinary context is more important to employees. However, research has shown that skills such as solving problem, communicating effectively, working on a team, thinking critically and possessing interpersonal skills are the

employability skills most desired by employers. Although these transferable employability skills assist every person entering the workforce, many graduates are not prepared in these areas: the blame for the lack of graduate preparation prior to entering the workforce should not rest solely on graduates. Researchers have noted a skills gap is

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occurring between the demands of employment and the level of educational preparation of graduates. Specifically, employees do not feel as though higher education is

succeeding in adequately developing the employability skills of graduates. A common belief in industry is that higher education institutions should equip graduates with the proper skills necessary to achieve success in the workplace. Moreover, Billing (2003), concluded that according to the graduates 67 employability skill items were moderately important to entry-level positions in the workplace. So, graduates believed that it is important to be able to solve problems, work independently, deal with stress, stay positive, and listen. This study found out that solving problems, communicating effectively, working on a team, thinking critically, and possessing interpersonal skills to be the most important employability skills desired by employers institutions of higher learning are expected to move away from mode 1 application and

pure knowledge to mode 2 knowledge with greater concern for

practices, along with more emphasis on economic and social relevance. This current global shift showed the need to see how graduate surveys can help measure the impact of higher education on graduate employment and in establishing the nexus between higher education and the world of work, particularly for purposes of defining a clear cut set of transferable and employability skills agenda inherent to the disciplines offered in universities. Graduates are exhorted to develop personal skills, qualities, and experiences that enable them to compete in the labor market according to Moreau (2006).

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The study of Holmes is similar to the present study because this study focuses on the quality of education that serves as a key foundation in the establishment of the employability skills of graduates. Education Watch (2000) stressed the goals of its National Plan of Action for Education for All (EFA) up to year 2015 which are as follows: mobilize national

political commitment for education for all, develop national action plan and enhance significantly investment in basic education, promote EFA policies within a sustainable and well integrated sector framework clearly linked to poverty elimination and development strategies, ensure the engagement and participation of civil society in the formulation implementation and monitoring of strategies for educational development, develop responsive, participating and accountable systems of educational governance and management, implement integrated for gender equality in education that recognize the need for change, create rate, healthy inclusive and equitably resourced environment conducive to excellence in learning, with defined levels of achievement. Base on the study made by the Teachers and Educational Quality: Monitoring Global Needs for 2015, the important role that female teachers can play in the classroom in developing countries, is the womens participation and over-all achievement in terms of quality education. However, in many countries female teachers tend to have lower or insufficient qualifications, lower earnings according to statutory salary scales and fewer opportunities for promotions to positions of authority and decision making in the school system. There are no consistent male female difference in problem solving ability, analytical skills, competitive drive, motivation and social-ability. The dichotomy in

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gender had shown to be significant factor in comparing sets of variables. It is assumed that gender did not influence the job satisfaction or career commitment, however, it was premised that the entry of women in the workforce had made a change in the nature of the relationship between family and work. Similarly, Estabillo ( 2004) who had studied the profile and performance of employees of local government units revealed that there was no significant difference between male and female with regards to work attitude and motivation, values and job satisfaction. Similarly, Benedictos ( 2002 ) stressed that the realization of full potentials of a person is validated and recognized by the authority where his educational qualification fits and respondents to the demands and challenges of the present work. It has been observed that the quality of work performance is improved when one starts to harness educational status in life. However, Goldhaber and Anthony ( 2003 ) stressed that licensed teachers are considered to be effective because licensing typically requires prospective teachers hold a college degree in pedagogy and in the subject they wish to teach. Veterans teachers, on the other hand, can better handle students and colleagues, and are more familiar with classroom practices. ( US Department of Education, National Center for Education Statistics ). Experts also affirm that quality professional development involvement is an important factor in building teachers capacity to teach effectively (Mayer 2001). Relative to this, Coombs (2002) stressed that the use of some principles can be a powerful tool in reshaping and improving the efficiency of any educational system. He believes that optimizing the outputs of an educational system involves a process of trade offs designed to achieve the best combination of good

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learning results with tolerable economic costs. The study mentioned different ways whereby educational systems may attempt to improve the efficiency and effectiveness within the economic system of education. Some of these are, more intensive utilization of available space, the use of radio, computer/ internet and television to communicate with new and relevant teachings, lengthening the use of school facilities, more investments in textbooks and instructional materials to raise teacher productivity, encourage students learning; and the rationalizations of location and size of schools to serve scattered student population at least cost. Furthermore, Randal (2010) stressed that continuing education is still out of reach for so many, this solution- while being an important one is currently last. Furthering education will bring more job opportunities. The hurdle, of course, is how to find the time and money to be able to do so. The best solution may be to find an employer that invest in its employees through a tuition grant or reimbursement plan. Studies show that the earnings of less- educated workers have fallen behind those of more- educated workers. Moreover, Padmanabhan (2006 ) a former UNESCO expert, stressed the importance of efficiency as an economic concept. It has applicability to education, because of its relevance to the socio-economic development of the country. Therefore every effort must be made to study that efficiency is important for improving the education system. Internal efficiency refers to the number of students who pass from one level to another and complete in the effectiveness of education in the labor marker. On the other hand, Lapus ( 2008 ) stressed that the Philippines is classified among the lower

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middle income economics in the world. Its system of education seems to be among the shortest, consisting of 10 years in the elementary, and secondary education 4-5 years of higher education. Presently, the education system is characterized by average student participation, poor performance of students in local and international standardized tests, persistent inadequacies in basic learning resources and is prone to political and economic developments unfolding within and outside the country. Relevant education is one that allows them to embrace the Basic Education Curriculum, while preserving their cultural heritage and traditions. Cubillas ( 2001 ) conducted a study on determining the economic profile of the youth. Seventy percent (70%) of the females and eighty two (82%) of the males

mentioned having worked at sometime. The age for the males first job was 16.15 years and for the ladies 15.93 years. These data are consistent with those reported in the 2005 National Youth Survey, in which the average age, nationally, for the first job was 16 years. At the time of the survey, 58% of the participants were working, and of these, 38% were female and 73% male. The number of subjects failed, for these who had once worked, was lower than for those who reported having worked. The International Labor Office ( ILO) ( 2005 ) reports that those young people who are neither employed nor in school who have long periods without work or study tend to be employed for less time and to receive lower wages in their adult years. In addition, Perraton (2002) stressed that like other skilled workers, benefit from on-the-job training is commonly referred to as continuing professional development (CPD). There are relevant activities that are

included such as : improving teachers general education background as well as their

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knowledge and understanding of the subjects; developing practical skills and competencies ; learning new teaching strategies and how to use new technologies; improved professionalism and ethics; in addition to providing knowledge and skills linked to the ever changing needs of a dynamic society. The study conducted by Punla (2004) stressed that the more intelligent and better educated instructors tended to be more self- critical. Instructors who expressed more interest in teaching were rated as superior by their students, discrepancies between student ratings and instructor ratings were not related to the judged proficiency of the teachers. The schools prescribed that teachers at the tertiary level must have masters degree in the field in which they teach. This was also supported by Schultz (2010), that the higher educational level of a person, the better his job will be and the higher performance. Those who had a higher education and to be more effective in his career than those who did not. It was also expected that those with higher levels of schooling are exposed to more knowledge input and therefore tend to be more knowledgeable than those with lower levels of schooling. Individuals educational achievement was valuable and at the same time viewed as instrument for social change because it fits a man for opportunities. Furthermore, Tapar (2002) cited that as teacher gain experiences, they tend to perceive and increase in problems with students, with administrators and with parents at the same time their concern about themselves as teacher decreases. Teachers tend to have an increasing concern about instructional task even though their classroom teaching behaviour is greatly improved, particularly between the first and third years of teaching

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experiences. Beginners or first time teachers worry more about the discipline and student control, being linked by students and being liked by other teachers. They are particularly fearful of parents and express concern about their self- adequacy, about subject matter and about being evaluated. In addition, Gacayan (2002) conducted a study entitled BSE Student teachers Performance as Perceived by their Off-Campus Cooperating Teachers. In this study, it was found out that majority of the off-campus cooperating teachers belong to the academic rank of Teacher 1, 2 or 3. Most of them are Bachelors degree holders with MA/MS units. The instructional skills as well as the personal and social competencies of the student teachers were only very satisfactory. Gacayan concluded that there should be more intensive trainings and exposure of the student teachers in all aspects of the teaching learning process in order to develop further their competencies to a very high level of competency. Out there in the cooperating schools, the student teachers will have an actual feel of the reality of teaching in the schools where will soon teach as fullfledged teachers. Selected schools whether central or barrio schools are designated as off-campus schools through the official communication between the training institution and the respective heads of the off-campus schools. Supervising instructors and cooperating teachers play a key role in the development of future teachers and are in the best position to provide the supervision necessary to guide the student teachers through a successful teaching experience. Teachers are considered influential role models for the novice teacher to a considerable degree. The actions, attitudes, voice inflection, pronunciation, and other personality aspects are easily imitated by student teachers.

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Researchers have shown that this influence even affects the student teachers verbal interaction with the people in the classroom. Serving as models, the supervising instructors and cooperating teachers can make or unmake the student teachers, professional laboratory experience and consequently their career. A satisfying student teaching experience is dependent upon their role as models. . The present study is similar to those reviewed studies in that they dealt with the same dependent variables- employability and productivity. However, the research

focused on the influence of its independent variables on the school- related factors namely: teaching competencies, physical plant and facilities, curriculum and instruction. On the employability, will be expressed in terms of waiting time, job relevance to training and employment status. Productivity, on the other hand, will be evaluated base on the readiness of the graduates to the requirements of the job, salary increase, number of times promoted, incentives/ fringe benefits/ privileges, awards, honors and recognition.

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Conceptual Framework The conceptual paradigm of the study is shown in Figure 1. Furthermore this study has set its parameters through the use of independent variable and dependent variable. Frame 1 presents the independent variables which covers the profile of the respondents in terms of: age, sex, civil status, highest educational attainment, relevant trainings and seminars attended, scholastic achievement, eligibility and student teaching performance, while the school related factors are describe in terms of the following: teaching competencies, adequacy, availability and usability of school facilities and relevance curriculum contents. On the other hand, frame 2 and 3, presents the dependent variables covered the employability of the graduates which is quantified into waiting time, job relevance to training and employment status. Likewise, productivity of the graduate is related to the degree of learning he has acquired in school. Indicators of productivity of the graduates are related to the institutions capability to prepare the graduates to the requirements of the job to be able to earn a satisfactory income. They are as follows: readiness of the

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graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors, recognition

INDEPENDENT VARIABLES

DEPENDENT VARIABLES

RESPONDENTS PROFILE EMPLOYABILITY OF THE age sex civil status educational attainment relevant trainings / seminars attended scholastic achievement eligibility student teaching performance rating GRADUATES

waiting time job relevance to training employment status

SCHOOL RELATED FACTORS

PRODUCTIVITY OF THE GRADUATES readiness of the graduates to

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teaching competencies physical plant and facilities curriculum and instruction

the requirements of the job salary increase number of times promoted incentives / benefits / privileges awards / honors / recognition

Figure I. Paradigm of the Study

Hypothesis of the study The lone null hypothesis that there is no significant relationship between the College profile and school related factors and the level of productivity of the graduates was tested.

Definition of Terms The following terms are hereby defined in accordance with their restricted use in this study. Awards. It is operationally referred to something given to a person or a group of people to recognize excellence in a certain field; a certificate of excellence. As used in the study, these are recognition given to employees or individuals for their services. Awards can be in a form of certificates, plaques, tokens, trophies, scholarship recognition award and others.

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College of Education (CoEd).

It refers to educational institutions offering

courses in teacher education like Bachelor of Secondary Education (BSEd) and Bachelor in Elementary Education (BEEd) and the likes. As used in the study, this refers to the Higher Education Institution undertaking operations of higher education program/s with an organized group of students pursuing defined studies in higher education, receiving instructions from teachers, usually located in a building or group of buildings in a particular site specifically intended for educational purposes. Curriculum Program. It is operationally refers to the objectives and course contents of the program. This is a systematic group of courses or sequences of subjects for the purposes of promoting the growth and development of the learner. Conceptually, these refer to the course or program offerings of the private colleges in the Region as approved by the Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education (CHED). It is a program of activities by faculty and students designed so that students will attain so far as possible certain educational and other schooling ends or objectives. It provides a structure, a basis for planning and a sense of progression. Determinants. It refers to the influencing or determining elements or factors. As used in the study, this refers to the factors that will influence the employability and productivity of Secondary Education Graduates in the Selected Private Colleges in Region III. Such factors are: person related- age, sex, civil status, educational

attainment, relevant trainings/ seminars attended, scholastic achievement, eligibility and student teaching performance; school related factors teaching competencies, physical

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plant and facilities, curriculum and instruction; employability factors- waiting time, job relevance to training and employment status; productivity factors- readiness of the graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awrds, honors and recognition. Educational Attainment. It is the highest level completed within the most

advanced level attended in the educational system where the education was received. This also refers to the highest degree earned on formal schooling. As used in the study, this refers to the highest degree earned by the Secondary Education Graduates as respondents. Operationally, this refers to the required educational qualification of administrators and faculty members of private colleges that make them qualified to hold positions either as administrators or teaching personnel of the college as indicated in the policies, standards and guidelines of the Commission on Higher Education (CHED) or the Technical Education and Skills Development Authority (TESDA). It reflects the kind of instructional leadership and educational management of an administrator on the day- to day activities in school. Eligibility. It refers to the examination given by the government and has taken by the teacher as a public or private employee. Eligibility examinations are as follows: Civil Service Eligibility Examination to the honor graduate as summa cum laude, magna cum laude and cum laude being administered by Civil Service Commission as mandated by Presidential Decree No. 907, the Sub- Professional Examination and the Licensure Examination (LET) for teachers which is given to the graduates of education courses that

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is being administered by the Professional Regulation Commission as mandated by the Republic Act No. 7836. Employability. This refers to the quality or state of being employable, the

persons physical and mental capability of earning a wage at a regular job. In this study, it was identified as waiting for employment, job relevance to training and employment status. It also refers to the status of the Secondary Education graduates in terms of their occupational job title, waiting time, job relevance to training and employment status. It is a persons capability of gaining initial employment, maintaining employment, and obtaining new employment if required. It is about being capable of getting and keeping fulfilling work. More comprehensively, employability is the capability to move selfsufficiently within the labor market to realize potential through sustainable employment depending on the knowledge, skills and abilities (KSAs) of an individual, the way they use those assets and present to employers, and the context within which they seek work.

Employment Status. It refers to the legal status and classification of someone in employment as either employee or working on their own account (self-employed). It also refers to a status whether permanent, contractual, temporary, substitute, casual or probationary. Facilities. This refers to the adequacy, availability and usability of physical facilities such as design and laboratory classrooms, library, tools, equipment, instructional aids, ventilation and lighting intended to facilitate instruction. In this study,

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this is measured by the perceived adequacy using a five-point scale from very adequate (5) to very inadequate (1). Incentives, Benefits and Privileges. As used in the study, it refers to the benefits and privileges awarded to employees such as paid vacation leave, sick leave, maternity leave, health care benefits, life insurance, health and security benefits, education assistance, clothing allowance, loan employee benefits, Christmas bonus and 13th month pay. It can also be monetary or non- monetary incentives given like honoraria, grant of service credits, work- load adjustments, representation and travelling allowances, plaques/ certificates of recognition, sabbatical leaves, and other related incentives provided by the private education colleges. Job Relevance to Training. It refers to the acquisition of knowledge, skills, competencies as a result of the teaching of practical skills and knowledge that relate to specific useful competencies. As used in the study, these are the trainings and skills acquired by the respondents which is relevant to their present employment status. This refers to the respondents employment records after finishing the course up to their present position. Number of Times Promoted. It refers to the number of times as employee has been promoted to a position or a movement by a person into position of higher pay and greater responsibilities. As used in the study, it also indicates the number of years

passed for the last promotion. Private College of Education. It refers to an institution run by private sectors offering different degree programs. These are the colleges in Region III owned by either

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religious institutions or families granted with permits to operate or government recognition by TESDA and CHED to offer vocational-technical and degree programs. They are also known as independent colleges, which are not administered by local, state or national governments, they retain the right to select their students and are funded in whole or in part by charging their students tuition, rather than relying on public or government funding. These are classified either as sectarian or non- sectarian colleges. Sectarian schools are usually non-stock , non- profit and a number are foundations. Productivity. It refers to the persons physical and mental capability, which accounts for his state of being employable. In this study, the terms is used to mean physical output per unit of productive effort, and is measured by the earnings and salary increase. It also refers to relative efficiency of economic activity- that is the amount of products or services produced compared to the amount of goods and labor used to produce it. It is the rate of production or the ability to produce. . The indicators of productivity as used in the study are as follows: readiness of the graduates to the requirements of the job, salary increase, number of times promoted, incentives, benefits, privileges, awards, honors and recognition. Requirements of the Job. It refers to the job preparedness or the ability of a person to perform his job well with the knowledge, quality, quantity of work and proper work values and attitudes. As used in the study, respondents must be a graduate of Bachelors Degree of Secondary Education must be eligible and acquired the teaching competencies needed in the

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Instruction. Operationally, it refers to the crucial dimension of quality education. It also refers to all purposeful activity, a pivotal process which provide greater flexibility to allow learning to become more meaningful and relevant. Salary Increase. It refers to the additional payment or compensation received by employees for the task performed. productivity done by the workers. Scholastic Achievement. It refers to the highest ratings an outstanding and best performance that an employee has received during his years in elementary, secondary, tertiary and in his highest educational attainment. It is a vital element that clears the path to higher levels of educational attainment and job opportunities. Seminars and Trainings. It refers to the different activities undertaken by an employee to insure professional growth while in the service. They are as follows: self study, attendance in summer classes, workshops, seminars, work conferences and others. It aims to provide supplemental learning which enhances employees efficiency, effectively, employability and productivity. Student Teaching Performance Rating. It refers to the highest performance grades rated to them base on the performance rendered during their in-service training a pre-service education training their in-campus and off campus student teaching. It also refers to their rating base on personal and professional qualities of being a student teacher. Teaching Competencies. It refers to the teachers or faculty performance in teaching that can be measured by means of its output (The Graduates). It involves a Increased in salary will be dependent on the

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holistic approach which include commitment, knowledge of subject matter, teaching of independent learning and management of learning. It also involves cognitive, effective and psychomotor domain of learning. It also refers to the effectivity and efficiency of the teacher in the discharge of functions to enhance intellectual growth and maintain re3pEctablE association with students. Waiting Time. It refers to the length of waiting time in finding job and the Span of time a graduate is without a job and the time he spends lookIng for a job. It refers to the number of wEeKs, months or years before the respondent got the first job.

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Notes in Chapter II

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Cresentina A. Estavillo, Job Performance of Local Government Unit Personnel in Bataan. (Unpublished Master Thesis, Bataan Polytechnic State College, Balanga Bataan, 2004) Natalia G. Guevarra, Organizational Subsystem of Students and School Performance of Bay Schools in Region III, (Unpublished Dissertation, Bulacan State University, City of Malolos, Bulacan, 2009) B.F. Polit and C.T. Beck, Nursing Research: Principles and Methods, 7th Edition, Philadelphia: Lippincott Wilkinsons and Wilkins 2004 Gareth Morgan, Images of Organization, (California: SAGE Publication, Incorporated, 2002) Jocelyn P. Santiago, Motivational Needs Affecting Job Performance of Personnel in the MWSS Northwest Revenue Division All Assessment Thesis MLQU, 2000 Organization for Economic Cooperation and Development (OECD). Education at a Glance 2010, http://www.oecd.ilibrary.org. Retrieve 28 November 2011 Diane Spencer, University World News. UK: Teachers Gender Gap Widens. http://www.universityworldnews.com/article. Retrieved 15 February 2012 U.S. Bureau of Labor Statistics Occupational Outlook Handbook, 2010-11 Edition. Education Administrators, http://stats.bls.gov retrieved 15 February 2012 Ione B. Mision et.al., Human Behavior of Business Organization and revised edition, 2004 Petra U. Acomular, Factors Affecting the Performance of the BSIE students in Mathematics in Selected State University and Colleges in Region IV and NCR: Basis for Policy Formulation (Unpublished Dissertation Technological University of the Philippines, 2003) Dulce Villafuerte, The Level of Effectiveness of the Job Performance of School Administrators in San Francisco High School Quezon City, Basis for an Executive Development Program, MLQU, Manila, 2004 CEDAW (Committee on the Elimination of Discrimination Against Women) of Convention of Report Submitted by State Parties Under Article 18 of Convention of

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All Form of Discrimination Against Women: Philippines, Combined Fifth and Sixth Periodic Reports of State parties, CEDW/C/PHI/5-6 New York, 2004 U.S. Bureau of Labor Statistic Occupational Outlook Handbook 2010-2011 Edition. Education Administrators http://stats.bls.gov/oco Retrieved 14 February 2011 Carmencita M. Africa, Roles Expectations, School Climate and Personnel Factor Associated with Role Performance of Deans in Selected Institution of Higher Learning in Metro Manila. Unpublished Dissertation, University of the Philippines, Quezon City, 2001 Rolliver M. Baciles, Predictors of Research Productivity of the Colleges of Education of State Universities and Colleges in Region III, (Unpublished Dissertation, Bataan Peninsula State University City of Balanga, Bataan 2007) Olivia B. Tamayo, Status of Health Promotion Programs of Selected Local Colleges in Region III: Implication to Educational Management (Unpublished Dissertation, Bataan peninsula State University, City of Balanga, 2011) Francisco M. Zulueta and Greg Melchor D. Lara, Human Behaviour in Organization, Manadaluyong City: National Bookstore; 2002 Carlito S. Puno, Public Schools must be more Private and Private Schools must be more Public, Philippine Education in the Third Millennium, 6Ns Enterprises UEP, 2005 Microsoft Encarta 2006, No Child Left Behind Act of 2001, Retrieved: 15 February 2012. Oliver P. Damian, No Child Left Behind Act. USA New York: Nova Science Publisher, Inc. 2007 Norman R. Hertz, Council on Licensure Enforcement and Regulation (CLEAR), Licensure Examinations http://www.clearhg.org/resources. Retrieved 15 February 2012-04-03 Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) Scholar in the Past Secondary Level, Region I SY 1997-1999. (Unpublished Dissertation Technological University of the Philippines, Manila, 2001) David Newstrom, Organizational Behavior: Human Behaviour at Work, New York: McGraw-Hill Lo. 2000

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Candida S. Punla, Teacher Study of the Bachelor of Elementary Eductaion and Bachelor of Secondary Education Graduates of Bataan State College from School Year 2000-2001 to 2004-2005 An Analysis, 2007 Purificacion B. Verceles, Graduate Tracer Study, Don Mariano Marcos Memorial State University South La Union Campus, Agoo La Union, 2003 Ferdinand Alcantara MAEd. Factors Associated with the Employability and Productivity of the College of Education Graduates of the Bulacan State University (Unpublished Masters Thesis, Bataan Peninsula State University, 2001). R. McQuid, The Concept of Employability, Urban Studies, 42 (2) 197-219, 2005 Allan B. De Guzman, Employment and Employability of a Selected Group of Filipino College Graduates. KEDI Journal of Educational Policy, ISSN 1739-4341, Korean Educational Development Institute, 2008 Avelina N. Bergado, The Employability of Graduates of Information Technology Courses of State Universities and Colleges in the Island of Samer School Years 1995-1998 (Unpublished Doctoral Dissertation, Tiburcio, Tancinco Memorial Institute of Science and Technology Calbayog City, 2001) Ruperto C. Espinueva Employability of Bachelor of Science in Industrial Education Graduates in Region IV, (Unpublished Doctoral Dissertation, 2001) Aldrin C. Africano, Employability of Graduate of Eastern Laguna Colleges, Basis for Institutional Development (Unpublished Dissertation, University of Rizal System Morong, 2003) Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) Scholar in the Past Secondary Level, Region I SY 1997-1999 (Unpublished Dissertation TUP, Manila, 2001) R. Robinson Employment Profile of the 1972-1982 Graduates of Bachelor of Science in Agriculture, (Unpublished Masteral Thesis, University of St. Tomas, 1982. L. Holmes, Reconsidering Graduate Employability The Graduate Identity: Approach Quality Higher Education 7 (2) 2001

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Education Watch 2001, Renewed Hope Dauntiz Challenges: State of Primary Education in Bangladesh: Campaign for Popular Education (CAMPE, 2003) www.camped,org./content/EW2001 Cresentina A. Estabillo, Job Performance of Local Government Unit Personnel in Bataan, Bataan Polytechnic State College, Balanga (Unpublished Masters Thesis, 2004) Ma. Catherine T. Benedictos, The Status of Property of Supply Management of the Department of Health Hospitals Nationwide, (Unpublished Master Thesis, BSU, Malolos Bulacan 2005) Philip Coombs, Planning of Agricultural Education and Training with the Free work of an Integrated Approach to Rural Development. A Paper presented to the World Conference in Agricultural Education Training, Copenhagen, Denmark, 1970. K.D. Padmanabhan, Internal Efficiency of Primary Education, the Financial Daily. 28 November 2011.www.blannet.com/2011 28/11 stories / 041188eu.htm. International Labor Organization. Record Youth Unemployment at 81M ILO http://www.tucp.org.ph/news/index php/record youth-unemployment 28 November 2011 Candida S. Punla, Teacher Study of the Bachelor of Elementary Education and Bachelor of Secondary Education Graduates of Bataan State College from School Year 200-2001 to 2004-2005 An Analysis (Unpublished Masters Thesis, Bataan Peninsula State University 2007) C. Schultz, The First Modern Systematic Inquiry in the Institution, Chane Schultz blog Archieve, 18 November 2011 Arlene M. Tapar, Administrators and Teachers Characteristics, Performance Appraisal Approach and Teacher Morale in the Dominican Schools in Bulacan (Unpublished Masters Thesis, Bulacan State University, Malolos, Bulacan 2002 Ignacio J. Gacayan, BSE Student Teachers Performance as Perceived by their Off-campus Cooperating Teaching BSE Research Journal Volume 4, No. 3 December 2002 Lorezanga Ilano R. Gamiao, Selected Factors and the Job Performance of Government Arsenal Employees (Unpublished Masters Thesis, Bataan Peninsula State University, City of Balanga, 2007)

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Danilo I. Salonga, Factors Associated with the Productivity of Selected Agricultural Schools in Bulacan. (Unpublished Masters Thesis Bulacan State University, Malolos, Bulacan 2001) Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) scholars in the Past Secondary Level, Region I SY 1997-1999. (Unpublished Dissertation Technological University of the Philippines, Manila, 2001)

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CHAPTER III

METHODS OF RESEARCH

This chapter presents the research method and the techniques of the study, the population and sample, the research instruments, data gathering procedure and the data processing and statistical treatment used.

Methods and Techniques of the Study

The study adopted the descriptive method of research to determine what is presently happenning in the employability and productivity of the Selected College of Education Graduates in the region. Fraenkel and Wallen (2006) explained that the descriptive method of research describes a given state of affairs as fully and carefully as possible. This requires a more detailed analysis of the various aspects of phenomena and their interrelationships. Its strengths lies in describing status and identifying the relationship between and among variables. For data collection, the survey method of descriptive research will be used.. Zulueta (2006), explained that the descriptive design, the study focuses at the present condition. These are valuable in providing facts on which scientific judgments maybe based. They provide essential knowledge about the nature of objects and persons. He explained that descriptive design involves purposive process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices,

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processes, trends and cause and effect relationships and then making adequate and accurate interpretation about such data or without the aid of statistic method. As mentioned by Mendoza 2004), documentary analysis is a method of investigation requiring the researcher examine existing records. It is sometimes referred to as content activity or information analysis for it concerned with the classification, qualification and comparison of the content of communication. The communication maybe in the form of official records in any written, printed, verbal or pictorial form population and sample of the study. The investigation made use of purposive sampling technique since the study aim to ascertain those people who are involve in the employability and productivity of the Selected Private Colleges in Region III. Table 1 presents the distribution of respondents as follows:

Table 1 Population and Sample of the Study

Private Colleges BSED Program Batch College of the Most Holy Trinity Columban College Saint Joseph College Tomas Del Rosario College Total 2005 28 19 2 49 2006 14 27 3 44 Graduates Graduates 2007 5 23 0 1 29 2008 4 20 0 6 30 2009 8 14 1 3 26 2010 8 31 1 2 42 67 134 2 17 220 60 50 1 15 127 89.55 37.31 50.00 88.23 57.72 4 2 2 4 12 4 2 1 4 11 100 100 50 100 87.50 Population Sample Administrators

Sample

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Table 1 shows the distribution of respondents according to Private Colleges BSED as follows: College of the Most Holy Trinity (CMHT) in Sacrifice Valley Hermosa, Bataan, Columban College (CC) in Olongapo City ; St. Joseph College in Olongapo City, Tomas Del Rosario College (TDRC) in Balanga City, Bataan.

Research Instruments The main instruments used in this study were interview and questionnaires. The interview was done with the presidents, deans and registrars of the private colleges. The researcher designed a questionnaire to be able to gather the necessary data needed in the study. Such questionnaire, which contents was opted from the reviewed instruments of unpublished materials with some modification and revisions. The nature of question in this study justified the use of questionnaire as a major tool for data gathering. There were two sets of questionnaires intended for the administrators and faculty members as respondents. Questionnaire for the administrators focus on productivity in terms of the readiness of the graduates to the requirements of the job while the other set focus on the employability and productivity of the faculty members as the respondents of the study. The questionnaire consist of five parts. The first part covered the personal data of the respondents consisting of name, age, sex, civil status performance rating, the second part covered the school related factors namely: teaching competencies; physical plant and facilities. The third part covered the employability of the graduates in terms of: waiting time; job relevance to training; employment status and the fourth part covered the productivity in terms of: Readiness of the graduate to the requirements of the job; salary

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increase; Number of time promoted; incentiVes/benefits/privileges; awards, honors and recognition. The fifth part dealt with the effects of school related factors to the competencies; physicAl plant and

productivity of the graduates, namely: teaching

facilities; curriculum and inStruction; readiness OF the graduates to the rEquirements of the job, salary incrEase, number of times promo4ed,130incentives, benefits, privileges, awards, honors and recognition. To interpret the data resulting from this study, the

following scales were used as indicators: a. For the school related factors of the Seconday Education Graduates respondents of the Selected Private Colleges 5 Strongly Agree 4 Agree 3 Undecided 2 Disagree 1 Strongly Disagree SA A U D SD 5 Very Adequate 4 Moderately Adequate 3 Slightly Adequate 2 Inadequate 1 Very Inadequate VA MA SA I V

b. For the productivity of the Secondary Education Graduates respondents of the Selected Private Colleges 5 Very High 4 Moderately high 3 High 2 Low 1 None at all VH MH H L N

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c. Verbal interpretation of productivity of Bachelor in Secondary Education graduates in the selected private colleges.

4.60- 5.00 3.60-4.50 2.60-3.50 1.60-2.50 1.0-1.50

Very High Moderately High High Low None at all

VH MH H L N

the event/ item happens all the time or 100% of the time the event / item happens most of the time 99%- 67% of the time the event/ item happens every now and then or 66%- 32% of the time the event/ items happens rarely or 31% of the time the event/ item never happens or 0% of the time.

Construction and Validation of Instruments

Data and other information were gathered through reading materials such as education books, magazines, journals, unpublished theses, dissertations and other manuscripts. After thorough reading and studying samples of the questionnaire from related studies, the researcher prepared the questionnaire. The first draft of the questionnaire was referred to all concern for comments, modifications and suggestions which was used as bases in pursuing and improving the content vocabulary and style of the firs draft, the improved copy was later subjected to content validation. The final draft was subjected for a dry run in one of the schools in Olongapo City. After filling up the copies by the respondents they were interviewed by the researcher to find out their assessment of the questionnaire.

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Data Gathering Procedure Upon the approval of the questionnaire, the researcher sought the permission from the Regional Director of the Commission on Higher Education to conduct the study. The study was then be endorsed by the Regional Director to the Presidents of the Private Colleges in the Region. The researcher sought the approval of the College of Education Presidents and Deans to secure the list of graduates of education BSED course from the Registrars office . The students record contains their address that will help the

researcher in the process of fielding and retrieving of the questionnaire. The courier system were employed on the onset during the retrieval when became very slow. Some respondents had been met personally by the researcher and explained the instruction in answering the questionnaire.

Statistical Treatment of Data The data gathered from the study was subjected and processed using the SPSS version 17.0 to ensure the accuracy of the computation. The data gathered were tallied, scored, interpreted and analyzed were treated using various descriptive and inferential statistical tools. Frequency and percentage were used to describe the profile of the graduates in terms of age, sex, civil status, educational attainment, relevant trainings/seminars attended, scholastic achievement, eligibility, and student teaching performance rating. Mean and corresponding descriptive ratings were utilized to explain the school related

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factors with respect to teaching competencies, physical plant and facilities, and curriculum and instruction. Frequency and percentage distribution were also used to present the level of employability of graduates in terms of waiting time, job relevance to training and employment status as well as the level of productivity of graduates with respect to in salary increase, number of times promoted, incentives/ benefits/ privileges, and awards, honors, and recognition. Weighted mean was also used to show the level of productivity in terms of readiness to the requirements of the job, and incentives/ benefits/ privileges. Further, the profiles of the selected Private Colleges in relation to the level of employability were explained using cross tabulations and Pearson r and Chi Square analysis. Cross tabulations were used in examining survey data especially which are categorical in nature. It is used to discover systematic relationships between respondent characteristics or some other variable and the particular answers given. Moreover, chisquare tests were also employed to further understand the nature of the relationship between the independent and dependent variables. Chi-square test as accorded by Norusis (2003) measures if two variables are related with a null hypothesis that two variables are independent which means that the probability that a case falls into a particular cell of a table is the product of the probability that a case falls into the row and the probability that a case falls into that column. On the other hand, the profile of the respondents and the level of productivity in terms of readiness for the requirements of the job and incentives and benefits were analyzed using Mann-Whitney U test and Kruskal Wallis Test. These nonparametric tests were used when the assumptions for the parametric tests are not

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satisfied. Mann-Whitney U test is the nonparametric version of t-test while Kruskal Wallis Test is the nonparametric version of Analysis of Variance (ANOVA). Moreover, the school related factors in relation to the level of productivity of the graduates in terms of readiness for the job and incentives and benefits were analyzed using Pearson correlation. Correlation (r) measures the degree to which two quantitative variables are related. Correlation coefficients ranges from -1 to +1 wherein zero indicates no relationship, -1 implies perfect negative or inverse relationship and +1 signifies perfect positive or direct relationship. Lastly, stepwise regression analysis was used to determine which among the factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates. Multiple regression analysis procedure involves assumptions that should be met in order for the output to be reliable. This procedure includes statistical methods such as multiple correlation, multiple coefficient of determination, F-test, t-test, and other statistical tests. In a regression analysis, ANOVA or F-test is used to measure the significance of the regression equation and t-test is employed to determine the significance of each independent variable as predictor of the dependent variable. The standard error of the estimate is a standard deviation type summary of the dependent variable that measures the deviation of observations around the best fitting straight line. Betas are standardized regression coefficients and are used to judge the relative importance of each of several independent variables (SPSS Training Department, 2000).

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The statistical significance of all the statistical tests used in this study are readily provided by the statistical package, SPSS. These exact significance or probability values are compared to 0.05 level of significance which was set as the accepted level of significance prior to the conduct of the study.

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Notes in Chapter III

Marija J. Norusis, SPSS 12.0 Statistical Procedures Companion. SPSS Inc. Published by Prentice Hall, Inc. 2003. New Jersey Fraenkel, Jack R. and Wallen, Normal E. How to Design and Evaluate Research in Education. (McGraw-Hill Higher Education (Asia), 5th ed., 2003) SPSS Training Department. SPSS 10. 2000 Sevilla et.al. Research Methods. Manila, Philippines. 1992

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation of the analysis and interpretation of data pertinent to the study on the determinants of employability and productivity of the Selected Private Colleges of Education Graduates in Region III during Academic Year 2005- 2010. This chapter includes the results and discussions as well as the implications of the findings on educational management. For a clear and extensive presentation of findings, this chapter is subdivided into six (6) parts corresponding to the Statement of the Problem in Chapter I of this study. Part I describes the profile of the Graduates in terms of age, sex, civil status, educational attainment, relevant trainings/seminars attended, scholastic achievement, eligibility, and student teaching performance rating. Part II deals with the school related factors with respect to teaching competencies, physical plant and facilities, and curriculum and instruction. Part III involves the level of employability of graduates in terms of waiting time, job relevance to training and employment status. Part IV reveals the level of productivity of graduates in terms of readiness to the requirements of the job, salary increase, number of times promoted, incentives/ benefits/ privileges, and awards, honors, and recognition. Part V explains the profile of the selected Private Colleges and the school related factors in relation to the level of employability and productivity of the graduates. Part 6

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discusses which among the factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates.

Part 1. Profile of the Graduate Table 2 presents the frequency distribution of the profile of the respondents in terms of gender, age, civil status, educational attainment, civil status, relevant trainings/seminars, and eligibility. Table 2 Frequency Distribution of the Respondents Profile
Variables Sex Male Female Age 20-30 31-40 41-50 51-60 Civil Status Single Married Educational Attainment MS/MA Degree MA/MS Units Baccalaureate Degree Total Freq. 58 68 46 44 29 7 85 41 6 18 102 126 % 46.0 54.0 36.5 34.9 23.0 5.6 67.5 32.5 4.8 14.3 81.0 100.0 Variables Relevant Trainings/Seminars International National Regional Division Local 1 - 2 trainings 3 - 4 trainings 5 - 7 trainings Eligibility PBET LET Others Freq. 5 26 9 26 59 46 21 1 65 60 % 4.0 20.6 7.1 20.6 46.8 36.5 16.7 .8 51.6 47.6

Total

126

100.0

Analysis of the sex data, would show that female teachers dominated the male teachers in the Selected Private Colleges in Region III. As gleaned from Table 2, 68 or 54% of the graduates respondents were females while 58 or 46% are males. This further

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supports that many males still believe that the teaching profession is for the females. The above findings validates the report of Organization for Economic Cooperation and Development (OECD) (2010) which acknowledged the fact that in most member countries, the teaching profession is characterized by gender imbalances. Female

predominance in school teaching is to be found in most countries throughout the world. In the United States, United Kingdom and Ireland 80% are female primary teachers, in Canada 67% are female teachers in lower and upper secondary level, in Korea, Switzerland, and Netherlands between 28% and 40% are female teachers in the upper secondary level, in Brazil, the Russian Federation, Italy and Slovakia with 90% primary teachers. Additionally, the World Economic Forum (2007) reported that the sex gap index, out of the one hundred twenty eight (128) countries, the Philippines is ranked six (6) of having female teachers, that is in the primary- 87%. In the secondary 76% and in the tertiary 56%. In terms of age, examination of data specifies that age of the employed graduates range from 20-30 to 51-60 brackets. Out of a total 126 graduates, 46 or 37% range from 20 to 30 years of age, 44 or 35% range 31 t0 40 years old, 29 or 23% are 41 to 50 years of age and only 7 or 6% are as old as 51 to 60 years of age. As cited by Guevarra

(2009), studies conducted in the past posited that the younger the teachers, the better the performance as they are full of vigour and enthusiasm. Moreover, Tamayo (2010)

stressed that the graduate may perform as high, numerous or fast with age, but can probably perform more surely, meaningfully and comprehensively or smarter. As the

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study found out, there seems to be general preference for young teachers or workers because of some characteristics attributed to them like aggressiveness, creativeness and most of all trainable akin to values that maybe acquired and learned by virtue of obedience to administrators and from cooperation towards co-employees especially in a social group. However, age does create more experiences and experiences has been accepted as a greater teacher. As far as civil status is concerned, it revealed that majority of the employed graduates are mostly in their 20s and 30s. Out of one hundred twenty six, 85 or 68% are single while 41 or 32% are married. Base on the study conducted, majority of the respondents who remained single were clergies and nuns in a Congregation. In terms of highest educational attainment, 81% are college graduates while 14% are taking up their masters degrees. Only six (6) out of the 126 graduates respondents are already masters degree holders. Most of the employed graduates are Bachelors degree holder. It is a general concept among employees in different organization that with higher educational attainment, they also have better instructional, personal and social qualities. They are more confident and esteemed. As pointed out by Schultz (2010), the higher the educational level of a person, the better his job will be and the higher performance. They were also exposed to more knowledge input and therefore, tend to be more knowledgeable than those with lower level of schooling. Based on the conducted study, majority were just college degree holders because most of them were neophytes in the service and were still in the adjustment period, however, because of the mandate of the Department of Education to be competent in terms of educational qualification, they

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have plans to push thru their masters degree so that they will be able to cope up with different techniques of effective teaching. With regards to eligibility, 52% are LET passers while only one (1) is a PBET holder. The other respondents are holding other types of eligibility such as Civil Service Eligibility and Sub- Professional Eligibility. Aside from the educational qualification for teachers, a professional license for teacher and Civil Service Eligibility are prerequisite for a teacher to land a job. Thus, the licensure Examinations for Teachers (LET) was enacted through Republic Act 7836, superseded the PBET. Trainings/ seminars attended by the 126 graduates respondents, five (5) of them have participated in international training/seminar. Twenty one percent (21%) were able to attend national training while seven percent (7%) have also attended in regional training. Also, only 21% of the respondents were able to participate in training on the division level. With respect to local trainings, 47% have attended for once or twice, 37% for three (3) to four (4) times and 17% for five (5) to seven (7) times. Education today is highly competitive due to the dictates of globalization schemes. As such, teachers should further pursue higher level of training suited and relevant to the needs of the global village. The findings indicates that to insure professional growth while in the service, employee may undertake trainings and seminars which update the graduates with the latest teaching strategies, methods and techniques useful in the profession. According to the University of Continuing Education Association (UCEA) (2002), employers has begun to recognize the money spent on training employees is more realistically an investment rather than a cost. A more skilled workforce results in increase employability

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and economic productivity. So, organizational spending on workforce education and training is on upward path. Hence, professional upgrading is pursued not just through formal means but also through active participation in seminars, conferences and other forms of educational trainings.

School Related Factors. Table 3 presents the perceptions of the graduates on teaching competencies of the teachers in their respective institutions. The teaching competencies of the teachers in their respective institutions were analyzed on the ten indicators as given in Table 3. Table 3 Teaching Competencies
Indicator 1. Recognizes multi-cultural background of learners when providing learning opportunities. 2. Creates stress-free environment. 3. Encourage free expression of ideas from students. 4. Deliver accurate and updated content knowledge using appropriate methodologies, approaches and strategies. 5. Explain learning goals, instructional procedures and content clearly and accurately to students. 6. Designs learning experiences suited to different kinds of learners. 7. Integrates relevant scholarship works and ideas to enrich the lessons needed. 8. Establishes routines and procedures to maximize instructional time. 9. Provides activities and uses materials which involve students in meaningful learning. 10. Cultivates good study habits through appropriate activities and projects. 11. Creates situation that encourage learners to use high order thinking skills. Composite Mean 4.56 4.56 4.64 4.54 4.53 4.54 4.46 4.47 4.46 4.48 4.52 Descriptive Equivalent Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Agree Agree Agree Agree Strongly Agree

4.52

High Competency

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Legend:

4.50 5.0 3.50 4.49 2.50 3.49 1.50 2.49 1.00 1.49

Strongly Agree Agree Neutral Disagree Strongly Disagree

High Competency Moderately High Competency Moderate Competency Fair Competency Poor competency

Evidently, the graduates considered their teachers to be highly competent as indicated by the composite mean value of 4.52. This indicates that the teachers are the most important and potent factor in attaining quality education. They play a major role in the education of the students. They must be educationally qualified with high commitment in education to the teaching profession and possess virtues worth emulating by learners. They serve as an agent of constructive change in society. Additionally, on encouraging free expression of ideas from students, reflect that it has the highest mean of 4.64. Such findings is supported by Acomular (2003) stating that teachers personality affects the students verbal performance in the classroom, thus contributing to the students oral proficiency in English and other disciplines. Teachers wholesome and positive traits can affect the drive needs, curiosity, enthusiasm, interest, confidence and attention of the learner and generate positive learning process. On the other hand, the lowest mean of 4.46 are on integrating relevant scholarship works and ideas to enrich the lessons needed and providing activities and uses materials which involve students in meaningful learning. This signifies that there is a great impact for the teachers to be committed in preparing themselves for the different scholarship works and ideas needed by the students and provide activities and uses materials in order for the students to be involved in meaningful learning.

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Table 4 presents the views of the graduates on physical plant and facilities in their respective institutions. With regards to physical plant and facilities, the graduates

considered it to be very adequate having a composite mean of 4.51. As shown, the highest mean of 4.74 rating on physical plant and facilities is on providing bulletin of information, waste disposal container and other facilities or located inside the building. Table 4 Physical Plant and Facilities
Indicator 1. Provides available quantity of tools, apparatus, equipments and facilities 2. Equips building with emergency fire escapes which are readily accessible from any point of the building. 3. Provides properly marked emergency exits. 4. Maintains toilets and lavatories with facilities separate from men and women. 5. Installs and periodically check electrical line. 6. Maintain a periodic pest control inspection of all school facilities. 7. Provides bulletin of information waste disposal container and other facilities or located inside the building. 8. Maintains well-lighted and ventilated classrooms. 9. Furnishes all offices with the necessary facilities, equipment and supplies. 10. Provides variety of athletic facilities to supply the standard requirements of the academic program. 11. Provides medical and dental equipment. Composite
Legend: 4.50 5.0 3.50 4.49 2.50 3.49 Very Adequate Moderately Adequate Slightly Adequate 1.50 2.49 1.00 1.49 Inadequate Very Inadequate

Mean 4.44 4.47

Descriptive Equivalent Adequate Adequate

4.51 4.63 4.35 4.44 4.74

Very Adequate Very Adequate Adequate Adequate Very Adequate

4.56 4.68 4.32 4.51 4.51

Very Adequate Very Adequate Adequate Very Adequate Very Adequate

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This is followed by furnishing all offices with the necessary facilities, equipment and supplies with mean of 4.68. The table shows that quality education provided to students is not solely dependent on teachers competencies but to the adequacy of school facilities. Hence, the selected private colleges in region III has provided the institutions with very adequate facilities as perceived by the graduates. As Aquino (2000) stressed, a good facility is characterized by recent renovations, practical design, solid construction and appropriate furnishings. Moreover, providing variety of athletic facilities to supply the standard requirements of the academic program received the lowest mean of 4.32. This finding seems to indicate that there is so much room for improvement for the athletic facilities, since these facilities are very much needed by the students in terms of physical, emotional and social productivity. These facilities could motivate the students to develop a higher level standard of values as being learned with their physical education subject. Further, the adequacy of school facilities and services also affect the kind of education given to students. Students are more prepared to enter the world of work if they have been taught better in schools that provide supportive and conducive facilities and services. The presence of adequate facilities, may be a factor in optimizing the learning of students. Psychologists have long recognized the importance of materials and

equipments in teaching, because they stimulate interest and make possible the enrichment of students experience. It is generally admitted by educators that some people are able to comprehend abstractly, while others are more dependent upon concrete materials and

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equipments as aids to thought. It may be stated that facilities are potent factors in improving teaching and learning process. Table 5 presents the perceptions of the graduates on curriculum and instruction in their respective institutions. Table 5 Curriculum and Instruction
Indicator 1. Acquires knowledge of theories based on the field of specialization. 2. Demonstrates skills to carry out the application as strategy in actual work setting. 3. Responds to the needs of the country and recent developments in the profession. 4. Integrates values reflective of national customs, culture and tradition in cases where applicable. 5. Allows the accommodation of students with special needs and asserts them to finish the degree. 6. Provides a copy of syllabus and discuss it at the beginning of the class. 7. Stimulates critical and analytical thinking through teaching strategies. 8. Maintain classroom discipline in consonance with democratic practices. 9. Encourages independent work and performance. 10. Designs monitoring system to ensure sufficient class preparation by the faculty. Composite Overall School Related Factor Legend: 4.50 5.0 3.50 4.49 2.50 3.49 1.50 2.49 1.00 1.49 Strongly Agree Agree Neutral Disagree Strongly Disagree Excellent Very Satisfactory Satisfactory Unsatisfactory Very Unsatisfactory Mean 4.38 4.31 4.35 4.56 4.61 Descriptive Equivalent Agree Agree Agree Strongly Agree Strongly Agree

4.38 4.37 4.37 4.32 4.39 4.40 4.48

Agree Agree Agree Agree Agree Very Satisfactory Very Satisfactory

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With respect to curriculum and instruction, the graduates strongly agree that their alma maters allow the accommodation of students with special needs and assert them to finish the degree with mean of 4.61 and integrates values reflective of national customs, culture and tradition in cases where applicable with mean of 4.56. These are the highest mean ratings of the respondents. Based on interviews, most of the graduates were able to finish their course through the scholarship grant by the government and private institutions, individuals and nongovernment institutions. On the other hand, demonstrating skills to carry out the

application as strategy in actual work setting obtained the lowest mean of 4.31. Though this indicator is the least, the mean value signifies that the graduates agree that demonstration of skills is observed as part of the curriculum and instruction. In general, the graduates are very satisfied with the curriculum and instruction having a composite mean of 4.40. Overall, the school related factor is deemed to be very satisfactory for the respondents having an overall mean of 4.48. Level of Employability of Graduates Table 6 reveals the level of employability of graduates in terms of job waiting time, specifically with respect to employment after graduation, first employment or job after graduation, and number of times of application.

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Table 6 Job Waiting Time of Graduates

Variables Employment after graduation Categories Yes No 0 to less than 3 Months First employment or job after graduation 4 to less than 9 Months 10 to less than 12 Months 1 Year and above Once Twice No. of Times Application Thrice Four Times Five Times More than Five Times Total Freq. 101 26 101 13 7 5 101 15 7 1 2 126 % 80.2 19.8 80.2 10.3 5.6 4.0 80.2 11.9 5.6 .8 1.6 100.0 Remarks Highly Employable Moderately Employable Employable Less Employable Highly Employable Moderately Employable Employable Less Employable Least Employable Non Employable

As shown in Table 6, 80% of the respondents revealed that they are employed after graduation. Also, 80% of the respondents are employed immediately after graduation with less than three (3) months. Ten percent (10%) of the respondents were able to obtain jobs after four (4) to less than nine (9) months. Further, 80% of the graduates have acquired jobs after only one application while 12% after two times application. The findings indicated that the respondents were highly in demand as to the call of the present situation. Based on the interview, most of the respondents are confident for

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their first employment because their institutions have the affiliated schools that are ready to hire them. Mendoza (2000) concluded that the first jobs were only transitory in nature and regarded by the respondents as jumping ground for experience which they might use in the acquisition of better opportunities in the future. Table 7 presents the job relevance to training of graduates. Table 7 Job Relevance to Training
Category Level Categories Freq. 56 53 17 65 2 3 12 44 126 51.6 1.6 2.4 9.5 34.9 100.0 % 44.44 42.06 13.49 Descriptive Equivalent High Employability Moderate Employability Employability Less Employability Least Employability Moderate Employability Least Employability Less Employability Employability High Employability Mean

Relevance of Highly Relevant present job to Very Relevant course Relevant Less Relevant Non-Relevant Employment Status Contractual Substitute Casual Temporary Regular / Permanent Total

4.34 Very Relevant

Majority of the respondents landed on the job that is highly relevant as manifested by 44.44% or 56 with descriptive equivalent of high employability. This could mean

that the course they graduated from matched with what is demanded by the higher education institutions. Also based on interview, they showed dignified personality and

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submitted credentials to the institution fitted and relevant to the quality standard of the school where they applied for. Davidson 2005 pointed out that individual behaviour is a complex phenomenon, thereby attitudes towards training will contribute to the success and failure of an employee to the job. Part 4. Level of Productivity of Graduates

Table 8 presents the level of productivity of graduates in terms of readiness to the requirements of the job specifically with respect to the knowledge of work. As shown in Table 8, graduates considered their readiness in terms of knowledge of work to be very high with a composite mean of 4.52. For the administrators, with composite mean of 4.41, they considered the graduates to have moderately high level of readiness with respect to their knowledge of their jobs. For the administrators, the highest identified indicator of knowledge of work is on showing capability in doing more important works with mean of 4.70 contrary to the findings on the graduates with mean of 4.44 moderately high which is the lowest. This could mean that the administrators are more confident in assessing the graduates as compared to the graduates own assessment of themselves. However, 4.20 which is moderately high was the lowest mean identified by the administrators for the indicator on planning, prioritizing and organizing work effectively to produce measurable results

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Table 8 Readiness of the Graduates to the Requirements of the Job in terms of Knowledge of Work
Indicator 1. Thorough knowledge of the job and other related jobs. 2. Performs the requirements of the job in conformity with instruction given. 3. Shows capability in doing more important works. 4. Plans, prioritizes, and organizes work effectively to produce measurable results. 5. Demonstrates a clear understanding of policies and procedures of operation; complies and applies them appropriately. 6. Assesses situations accurately and determines appropriate action. 7. Demonstrates the willingness and competence to work in multiple, functional areas. 8. Identifies and utilizes resources effectively and responsibly. 9. Organizes and maintains work environment to allow for productivity. 10. Maintains appropriate confidentiality and respects the privacy of others. Composite Graduates Descriptive Mean Equivalent 4.45 Moderately High Moderately High Moderately High Moderately High Administrator Descriptive Mean Equivalent 4.50 Very High Total Descriptive Equivalent Moderately High Moderately High Moderately High Moderately High

Mean 4.46

4.48

4.40

Moderately High

4.47

4.44

4.70

Very High

4.46

4.48

4.20

Moderately High

4.46

4.52

Very High

4.30

Moderately High

4.50

Very High

4.52

Very High

4.50

Very High

4.51

Very High

4.56

Very High

4.40

Moderately High

4.55

Very High

4.58

Very High

4.30

Moderately High Moderately High

4.56

Very High

4.50

Very High

4.30

4.49

Moderately High

4.63

Very High

4.50

Very High Moderately High

4.62

Very High

4.52

Very High

4.41

4.51

Very High

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The highest indicator for the graduates is on maintaining appropriate confidentiality and respects the privacy of others with mean of 4.63 with the descriptive rating of very high. Table 9 reveals the level of productivity of graduates in terms of readiness to the requirements of the job specifically with respect to the quality of work. Taking initiative in improving service, processes, programs and products, and responding to requests in a conscientious and timely fashion received the highest mean of 4.68 for the graduates while use of sound judgement is the highest mean of 4.80 for the administrators. Conversely, proposing changes to policies or procedures, where appropriate with mean of 4.51 received the lowest mean for graduates while managing difficult and emotional situations effectively with mean of 4.00 for the administrators. Though these values are the lowest means, these signify very high and moderately high readiness for quality of work.

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Table 9 Readiness of the Graduates to the Requirements of the Job in terms of Quality of Work
Indicator 1. Maintains accuracy and orderliness in performing job. 2. Manifest commitment and reliability in the completion of tasks. 3. Shows consistent neatness and efficiency to make work favourable 4. Takes a problem- solving approach when faced with challenging or difficult situations. 5. Proposes changes to policies or procedures, where appropriate. 6. Uses sound judgement. 7. Work is thorough, timely and reflects follow- through to completion. 8. Manages difficult and emotional situations effectively. 9. Takes initiative in improving service, processes, programs and products. 10. Responds to requests in a conscientious and timely fashion. Composite Graduates Descriptive Mean Equivalent 4.53 4.64 Very High Very High Administrator Descriptive Mean Equivalent Moderately 4.20 High 4.10 Moderately High Moderately High Moderately High Moderately High Very High Moderately High Moderately High Moderately High Moderately High Moderately High Total Descriptive Equivalent Very High Very High

Mean 4.51 4.60

4.52

Very High

4.40

4.51

Very High

4.67

Very High

4.20

4.63

Very High

4.51 4.60 4.64

Very High Very High Very High

4.20 4.80 4.40

4.49 4.62 4.63

Moderately High Very High Very High

4.61

Very High

4.00

4.57

Very High

4.68

Very High

4.30

4.65

Very High

4.68 4.61

Very High Very High

4.10 4.27

4.64 4.58

Very High Very High

Legend:

4.50 5.0 3.50 4.49 2.50 3.49 1.50 2.49 1.00 1.49

Very High Moderately High High Low None at all

Table 10 displays the level of productivity of graduates in terms of readiness to the requirements of the job specifically with respect to the quantity of work.

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For the assessment of graduates and administrator with regards to the highest mean of 4.68 and 4.80 this indicates that in terms of the quality of work the institution were they graduated in still with them the values of work and work ethics. Manifested both have the descriptive equivalent of very high. Table 10 Readiness of the Graduates to the Requirements of the Job in terms of Quantity of Work
Indicator 1. Executes work assignment with desirable results without supervision. 2. Handles more than one assignment very satisfactory. 3. Shows ability to complete regular work well within a reasonable time. 4. Collaborates with others to improve the quality and address needs. 5. Builds and sustains cooperative working relationship. 6. Recognizes strengths and contributions of others. 7. Provides leadership on projects and /or programs. 8. Works cooperatively with people of diverse cultural identities, styles and functional responsibilities. 9. Aligns individual work priorities with departmental and college goals and visions. 10. Exerts a positive influence on others. Composite Graduates Descriptive Mean Equivalent 4.48 Moderately High Very High Administrator Descriptive Mean Equivalent 4.20 Moderately High Moderately High Moderately High Moderately High Very High Moderately High Moderately High Total Descriptive Mean Equivalent 4.46 Moderately High Very High

4.61

4.10

4.57

4.61

Very High

4.30

4.59

Very High

4.61

Very High

4.40

4.60

Very High

4.63 4.59 4.40

Very High Very High Moderately High

4.50 4.40 4.00

4.62 4.57 4.37

Very High Very High Very High

4.63

Very High

4.50

Very High

4.63

Very High

4.59

Very High

4.50

Very High

4.58

Very High

4.65 4.58

Very High Very High

4.50 4.34

Very High Moderately High

4.64 4.56

Very High Very High

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Base on the findings, it maybe assumed that graduates were satisfied with the policies and procedures in school and they have a high regard and trust to the school administration as it shown in the table with a descriptive equivalent of very high. In the same manner, the administrators, have assumed that since graduates were neophytes in the service, when it comes to managing difficult and emotional situations effectively, their experiences and exposure in their field of specialization were very much limited. So, it is a greater challenge on the part of the administrator on how they would be of help to the graduates. Knowing this weakness. The administrators made efforts to equip these graduates with the skills that they lack. For the graduates, the highest mean of 4.65, very high is on exerting a positive influence on others. On the other hand, their lowest mean of 4.40 is on providing leadership on projects and /or programs. For the administrators, the highest mean of 4.50 are on building and sustaining cooperative working relationship, working cooperatively with people of diverse cultural identities, styles and functional responsibilities, aligning individual work priorities with departmental and college goals and visions, and exerting a positive influence on others. On the other hand, the lowest mean of 4.00 is on providing leadership on projects and /or programs. Overall, the graduates perceived that they are very much ready to the requirements of the job in terms of quantity of work with composite mean of 4.58. Also, the administrators deemed that the graduates have moderately high level of readiness in terms of quantity of work having a composite mean of 4.34.

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Base on the examination of data in terms of quality of work, for the graduates and administrator the highest mean is 4.65and for the administrator is 4.50 which is on both exerting a positive influence on others having the descriptive equivalent of very high. This result manifested that majority of the respondents supports each other and creates a harmonious relationship. This further indicate that the employees or administrators of the institutions establish a strong leadership quality of role. On the other hand, similar findings were revealed by the assessment of graduates and administrators base on the specified indicator of providing leadership on projects and/or programs as manifested by the lowest mean of 4.40 and 4.00 with the descriptive equivalent of moderately high. Based on interview, majority of the respondents had proposed plans for the different projects and programs for the institution, the problem lied on budget constraint and personal concerns. The private institution is giving priority to leadership trainings to increase graduates productivity. Table 11 presents the level of productivity of graduates in terms of readiness to the requirements of the job specifically with respect to work values and attitudes. With regards to the readiness of graduates with respect to work values and attitude, the graduates asserted that they have very high level with composite mean of 4.60 while administrators considered them to have moderately high level with composite mean of 4.38. Showing honesty at all times received the highest mean of 4.72 for graduates while conveying positive and professional image of work unit to others with mean of 4.60 for administrators. This indicates that majority of the respondents received the

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quality education from their alma mater through their administrators who accomplish much of the behavioural skills through the execution of their daily work, their habits, attitudes and behaviours serve as a role model to all who observe them. Table 11 Readiness of the Graduates to the Requirements of the Job in terms of Work Values and Attitudes
Indicator 1. Shows love of work in the chosen field. 2. Performs the responsibility in every assigned task. 3. Manifest cooperation towards co-employees, parents, students and employer. 4. Shows consistent punctuality and attendance in the chosen career. 5. Shows honesty at all times. 6. Makes and performs ethical decisions. 7. Demonstrates respect for the opinions and beliefs of others. 8. Creates an atmosphere in which timely and high quality communication flows smoothly. 9. Visibly demonstrates care and concern for colleagues, staff, faculty, parents, students and other people. 10. Conveys positive and professional image of work unit to others. Composite Overall readiness to the requirements of the job Graduates Descriptive Mean Equivalent 4.51 4.66 Very High Very High Administrator Descriptive Mean Equivalent 4.50 4.30 Very High Moderately High Moderately High Moderately High Moderately High Very High Moderately High Moderately High Total Descriptive Mean Equivalent 4.51 4.63 Very High Very High

4.64

Very High

4.40

4.63

Very High

4.59 4.72 4.53 4.48

Very High Very High Very High Moderately High

4.20 4.40 4.50 4.30

4.56 4.70 4.53 4.46

Very High Very High Very High Moderately High

4.63

Very High

4.30

4.60

Very High

4.63

Very High

4.30

Moderately High

4.60

Very High

4.65 4.60 4.58

Very High Very High Very High

4.60 4.38 4.35

Very High Moderately High Moderately High

4.65 4.59 4.56

Very High Very High Very High

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Legend: 4.50 5.0 3.50 4.49 2.50 3.49 1.50 2.49 1.00 1.49 Very High Moderately High High Low None at all

On the other hand, demonstrating respect for the opinions and beliefs of others with mean of 4.48 is the lowest mean for graduates while showing consistent punctuality and attendance in the chosen career with mean of 4.20 for administrators with the same descriptive equivalent of moderately high. This findings stressed the psychologist study that the respondents have individual differences and weakness. It has been brought about by the origin, culture, heredity and environment. However, consistent punctuality and attendance in the chosen career was also moderately high. Base on interview, this indicator revealed the kind of personality that the graduates respondents have. Because of majority received low salary their performance had been affected but the administrators were working on this situation to resolve this kind of problem. Overall, as gleaned from Table 11, the mean of 4.58 indicates that graduates considered their readiness to the requirements of their jobs to be very high. The overall mean of 4.35 by administrators imply that they regarded the graduates to have a moderately high level of readiness of the job. Table 12 displays the productivity of graduates in terms of salary increase. As shown in Table 12, fifty six percent (56%) and sixty two (62%) of the graduates who claimed that they have increased in salary once and less than a year passed for the last salary increased were highly productive while 15% and 11% were moderately productive for the twice increased and 1 year but not more than 2 years passed. Base on

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the result, majority of the respondents were satisfied with increased in salary that they received considering that they were young and new in the teaching career or workplace Table 12 Productivity of Graduates In Terms of Salary Increase
No. of time Increased in Salary Once Two (2) times Three (3) times Four (4) times More than four (4) times Never Years Passed for the Last Salary Increased Less than a year 1 Year but not more than 2 years 2 years but not more than 3 years 3 years but not more than 4 years Range of Salary Increase Below P 1,000 1,000 3,000 3,000 5,000 5,000 7,000 9,000 11,000 15,000 17,000 Number of Times Promoted Once Two (2) times Three (3) times Never Number of years passed since the last promotion Less than a year 1 Year but not more than 2 years 2 years but not more than 3 years 4 years but not more than 5 years More than five years Total 76 7 5 38 60.32 5.56 3.97 30.16 Highly Productive Moderately Productive Productive Less Productive 58 21 7 5 11 2 46.03 16.67 5.56 3.97 8.73 1.59 Non-Productive Least Productive Less Productive Productive Moderately Productive Highly Productive Frequency 71 19 3 4 3 26 Percent (%) 56.35 15.08 2.38 3.17 2.38 20.63 Remarks Highly Productive Moderately Productive Productive Less Productive Least Productive Non-Productive

79 11 4 7

62.70 8.73 3.17 5.56

Highly Productive Moderately Productive Productive Less Productive

71 7 13 3 2 126

56.35 5.56 10.32 2.38 1.59 100.00

Highly Productive Moderately Productive Productive Less Productive Least Productive

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Legend: 4.60- 5.00 3.60-4.50 2.60-3.50 1.60-2.50 1.0-1.50 Highly Productive Moderately Productive Productive Less / Least Productive Non-Productive

The institution provided them with their salary which motivated them for a better performance. As pointed out by Lopez (2001) salary is one of the strong determinants of performance. Lopez further revealed in her study that salary significantly affect

performance in ones work. This condition may also be applicable in the selected Private Colleges in Region III. Salary increase yet indicate non-productive in terms of monetary matters most of the respondents were missionaries and they performed task even without increasing their salary. On the other hand, in terms of salary increase, forty six percent (46% ) have received an increase of below Php 1,000 and seventeen percent (17%) have Php 1000 to Php 3000 which have a descriptive equivalent of non-productive and least productive. Base on this finding, productivity have indicates their improvement of performance in skills and not a monetary matters. As pointed out by Landingin (2000) money isnt the only thing that attracts people to a job. Non monetary matter such as workplace on the opportunities for self-development where now also becoming equally important to most salary earnings. Truly, employees love to see the increase of salaries received regularly. But aside from this, teachers were also seeking fulfilment of the jobs and rendering service to fellowmen that creates satisfaction on their part.

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Further, in terms of number of times promoted only forty six percent (46%) of the respondents have been promoted once and fifty six percent (56%) promoted after less than a year. This indicates that promotions go to those who excel, show competence or capability beyond the room. As stressed by Garmston (2000), the full journey from novice to expert teacher is not one that all teacher make. Teachers would reach their expertise and tend to be promoted. Job promotion is a factor that attracts, keeps and develop good employees. The administrators considering their appropriate inventories and coaching, promotes of an employee is a form of development of higher pay and responsibilities. Table 13 presents the perceptions of the graduates with respect to their incentives/benefits and privileges as indicators of their productivity. As gleaned from Table 13, incentives/benefits and privileges received by graduates are very satisfactory with composite mean of 3.74. Recognize freedom of expression and respects the opinions and suggestions received the highest mean of 4.03 while receives monetary incentives is the lowest mean of 3.43. With regards to productivity of graduates in term of inventories, benefits and privileges, item to recognize freedom of expression and respects the opinion and suggestion received the highest mean of 4.03 with the descriptive equivalent of moderately productive. This indicate that in an organization freedom of expression and respect is one of the great privileges then as employee can receive from administrators and employers. This can improve employees level satisfaction in terms of job

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performance and relationship in the workplace. As pointed out by Bendictos (2002), the realization of full potentials of a person is validated recognized by the administrator if ones attitudes and behaviour fits and response to the demands and challenges of the present work Table 13 Productivity of Graduates In Terms of Incentives / Benefits / Privileges

Indicator Receives adequate compensation for the corresponding works Enjoys all the benefits given fairly Receives monetary incentives Experiences the privilege for promotion, training, schooling and travelling Receives the right wages standard for rank and file employees Attends conferences, seminars and workshops. Receives awards, honors, recognition for the job well done. Experiences high motivation and given the constructive and/or positive feedback. Receives a fair and just treatment with high morale. Recognizes freedom of expression and respects the opinions and suggestions. Composite

Mean 3.77 3.84 3.43 3.89 3.71 3.93 3.54 3.52 3.74 4.03 3.74

Descriptive Equivalent Often Often Often Often Often Often Often Often Often Often Often

Remarks Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive Moderately Productive

Legend: 4.50 5.0 3.50 4.49 2.50 3.49 1.50 2.49 1.00 1.49 Always Often Occasionally Seldom Never Highly Productive Moderately Productive Productive Less / Least Productive Non-Productive

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On the other hand, item no. 5 which receives monetary incentives is the lowest mean of 3.43 wit the descriptive equivalent of moderately productive. It indicates that due to the budget constraint and most of the graduates were clergies and nuns, monetary incentives is not the first priority. As long as they are performing thesis task, they were fulfilled and satisfied in serving the students even without receiving something in return. Moreover, the greatest work that can engage the thought and invite the activity of man is the education of the young. Upon the education of the young depends the future welfare of individuals and society. For this reason the teacher is considered the high priest of the future, upon hiring more than anyone else, rest the responsibility of education. Table 14 presents the productivity of the graduates in terms of awards, honors and recognitions received. As gleaned from Table 14, 44% of the graduates were able to receive awards, 13% with honors and 17% with recognitions. The awards, honors and recognitions received by the respondents are varied. Four graduates were able to garner the Outstanding Educator/Teacher award while four (4) were able to get Teaching Awards. With regards to honors, two of the respondents were able to achieve Latin Awards (Cum laude and Magna cum laude). Only three (3) graduates were able to receive academic recognitions. Base on the result, less than fifty percent (50%) received the awards which were considered major. However, honors and recognition 12.70% and 17.46% which

indicated that very few were honor students.

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Table 14 Productivity of Graduates In Terms of Awards Received

Awards Certificate Outstanding Educator/Teacher Loyalty Award Teaching Award Gold Medal Silver Medal Bronze Medal Trophy Token / gifts Teacher Appreciated Plaque Incentive Award Gen. Educator Subjects Award General Teacher Award Dakilang Guro Award Total Awards Total Honors Total Recognition Total Freq. 8 4 4 4 4 5 4 4 1 3 2 5 3 4 55 16 22 93 % 6.35 3.17 3.17 3.17 3.17 3.97 3.17 3.17 0.79 2.38 1.59 3.97 2.38 3.17 43.65 12.70 17.46 73.81 Remarks Highly Productive Productive Productive Productive Productive Moderately Productive Productive Productive NonProductive Less Productive Least Productive Moderately Productive Less Productive Moderately Productive Productive Productive Productive Productive Honors/Recognition 1st Honors 2nd Honors 3rd Honors 4 Honors 5th Honors Salutatorian 1 Hon. Mention 2nd Hon. Mention Cum laude Magna Cum laude Academic Recognition Extracurricular Achievement Educational Recognition Certificate Scholarship Accomplishment Outstanding Service Employee Recognition
st th

Freq. 5 2 2 1 1 1 1 1 1 1 3 1 2 8 4 2 2

% 3.97 1.59 1.59 0.79 0.79 0.79 0.79 0.79 0.79 0.79 2.38 0.79 1.59 6.35 3.17 1.59 1.59

Remarks Highly Productive Moderately Productive Moderately Productive Productive Productive Productive Productive Productive Productive Productive Productive Least Productive Less Productive Highly Productive Moderately Productive Less Productive Less Productive

Legend: 8 5 4 3 2 1 Awards - Highly Productive - Moderately Productive - Productive - Less Productive - Less / Least Productive Non-Productive Honors 5 - Highly Productive 2 - Moderately Productive 1 - Productive 8 4 3 2 1 Recognition Highly Productive Moderately Productive Productive less Productive Least Productive

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As stressed by Mary Johnson Gerard (2003) recognitions / awards are one way companies, organization and business honor employees or individuals for their service. It was given for achieving a high accomplishment or exceeding expectations. No matter what is the reason for award, everyone enjoys receiving an award. Furthermore, study after study has shown that praise and recognition tend to build employees loyalty. People want to feel that what have being done makes a difference. Money alone does not do this, personal recognition does. Administrators can develop, sustain and motivate committed employees through rewards, recognition and awards received

Part 5. Profile of the selected Private Colleges and the School Related Factors and Level of Employability and Productivity of the Graduates The Relationship of the Profile of the selected Private Colleges and the School Related factors and level of employability and productivity of the graduates. One aim of education is to solve the problem of unemployment. In this belief that people continue to flock to schools to make themselves employable after graduation. Once they have completed their education, some get lucky and readily land a job others find difficulty and for a while, become part of the unemployed if they will not get stuck and become permanent members of the unemployed society. This research work posited that the variables age, sex, civil status, educational attainment, relevant trainings / seminars attended, scholastic achievement, eligibility and student teaching performance rating, teaching competencies, physical plant and facilities,

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curriculum and instruction affect the level of employability in terms of waiting time, job relevant to training, employment status and the level of productivity in terms of readiness of the requirements of the job, salary increase, number of time promoted, incentives, benefits, privileges, awards, honors, and recognition. Tables 15 to 27 deals with the profile of the selected private colleges and level of employability of respondents in terms of waiting time, number of times applied and employment status. Table 15 reveals the cross tabulation of the sex of the respondents and their level of employability in terms of waiting time. Table 15 Sex and Level of Employability in Terms of Waiting Time
Waiting Time Sex Male Frequency & Percentage Count % within Sex % within Waiting Time % of Total Female Count % within Sex % within Waiting Time % of Total Total Count % within Sex % within Waiting Time % of Total 0 - 3 months 58 100.0% 57.4% 46.0% 43 63.2% 42.6% 34.1% 101 80.2% 100.0% 80.2% more than 3 months 0 .0% .0% .0% 25 36.8% 100.0% 19.8% 25 19.8% 100.0% 19.8% Total 58 100.0% 46.0% 46.0% 68 100.0% 54.0% 54.0% 126 100.0% 100.0% 100.0% Pearson ChiSquare = 26.602 Significant at 0.01 level Remarks

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Pearson Chi-Square test was used to determine the relation of the variables. Pearson Chi-Square value of 26.602 significant at 0.01 level, noted at the bottom of Table 15, indicate that there is a significant relationship between the Sex of the respondents and their level of employability in terms of Waiting Time. As can be gleaned from Table 15, 100% of the males have obtained jobs within three months while only 63% of the females were also able to get jobs within than period. Further, 100% of the respondents who have landed jobs after three months are females. Therefore, the males were able to land jobs earlier compared to females.

Sex and Waiting Time It was assumed that sex and waiting time have a significant relationship as revealed in the table with the Pearson Chi-Square value of 26.602 at 0.01 level. This

findings revealed that whether a graduate s a male or female. Both of them have been prepared by the school to enter into the world of work. They receive the skills and competencies needed. As pointed out by Reyes and Mayan (2002), in comparable jobs, there is not much difference in performance between men and women. Women tend to be more cooperative, considerate, helpful and self-sacrificing. However, men tend to be more visual, tactile and kinaesthetic. Table 16 presents the cross tabulation of the sex of the respondents and their level of employability in terms of number of times applied for a job. Pearson Chi-Square test was used to determine the relation of the variables.

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Table 16 Sex and Level of Employability in Terms of Number of Times Applied

Sex Male Frequency & Percentage Count % within Sex (Row) % within No. of Time Applied (Column) % of Total Female Count % within Sex (Row % within No. of Time Applied (Column) % of Total Total Count % within Sex % within No. of Time Applied % of Total No. of Time Applied Once 58 100.0% 57.4% 46.0% 43 63.2% 42.6% 34.1% 101 80.2% 100.0% 80.2% More than Once 0 .0% .0% .0% 25 36.8% 100.0% 19.8% 25 19.8% 100.0% 19.8% Total 58 100.0% 46.0% 46.0% 68 100.0% 54.0% 54.0% 126 100.0% 100.0% 100.0% Remarks

Pearson ChiSquare = 26.602 Significant at 0.01 level

The results in Table 16 are essentially the same as the Table 15. Sex and Number of Times Applied for a Job It was assumed that sex and number of times applied for a job have the same significant relationship as in Table 15 with the Pearson Chi-square value of 26.62 at 0.01 level of significance. This findings revealed that male and female respondents were formed to have educational preparations that were related to present employment. If an employees educational preparation matches with their job, somehow this affects how they perform in the workplace. They could easily be hired in a job. The respondents were easily landed on the job less than a year because these are affiliated institutions would accept them after graduation.

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As can be gleaned from Table 16, 100% of the males have applied for jobs for less than a month while only 63% of the females were also able to get jobs with one application. Further, 100% of the respondents who have applied for more than once are females. Therefore, more males were able to land jobs with one application compared to females. Table 17 depicts the cross tabulation of the sex of the respondents and their level of employability in terms of employment status. It also reveals the Pearson Chi-Square test values which was used to determine the relation of the variables. The Chi-square value of 74.002 which is significant at 0.01 level implies that there is a significant relationship between the sex of the respondents and employment status. As shown in Table 17, majority of the males (98%) are employed as contractual while most of the females (83%) are regular employees. Similarly, majority of the contractual workers are males while most of the regular are females. The chi-square of 74.002 which is significant at 0.01 level implies that there is a significant relationship between the sex of the respondents and employment status. As shown in table 17, majority of the males (98%) are employed as contractual while most of the females (83%) are regular employees. Similarly, majority of the contractual workers are males while most of the regular was females.

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Table 17 Sex and Level of Employability in Terms of Employment Status

Sex Male Frequency and Percentage Count % within Sex (Row) % within Employment Status (Column) % of Total Female Count % within Sex (Row) % within Employment Status (Column) % of Total Total Count % within Sex (Row) % within Employment Status (Column) % of Total Employment Status Contractual Regular 56 98.2% 86.2% 51.4% 9 17.3% 13.8% 8.3% 65 59.6% 100.0% 59.6% 1 1.8% 2.3% .9% 43 82.7% 97.7% 39.4% 44 40.4% 100.0% 40.4% Total 57 100.0% 52.3% 52.3% 100.0% Pearson ChiSquare = 74.002 47.7% Significant at 0.01 level 47.7% 109 100.0% 100.0% 100.0% 52 Remarks

This means that base on the study since teaching profession is dominated by females, most of them fell under the regular category. This finding as supported by the study conducted by Alicias et.al (2002) which concluded that females tend to be more cooperative, considerate helpful and self-sacrificing. Base on the conclusion of Sison (204) respondents who found out to be working on a regular status could be considered most fortunate because they enjoy more employment benefits such as sick leave and vacation leave among other side from having what other non-permanent employees hope for. The so-called security of tenure. A permanent or regular status is usually achieved once an employee has shown efficiency and competence on their job during the

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probationary period. There is a better chance for an employee to become permanent in the job because of knowledge, skills and abilities he/she possess. On the other hand, majority of the respondents who employed as contractual were ales with 98%. Base on interview, majority were clergies and one of the institutions policy is on a contractual basis for the graduates to be given the chance to leave the school in an easier way since they were assigned to the different regions. This decision of institution in having contractual employees maybe favoured by some of the managers from the administrators. Table 18 presents the cross tabulation of the Age of the respondents and their level of employability in terms of Waiting Time. It also reveals the Pearson Chi-Square test values which was used to determine the relation of the variables. The Chi-square value of 40.506 which is significant at 0.01 level suggests that there is a significant relationship between the age of the respondents and their waiting time in landing a job. As gleaned from Table 18, more younger respondents claimed to have landed jobs within three months compared to the older respondents. As shown, 96% of the respondents aging from 20 to 30 years of age were able to get jobs within three months and 93% of those aging from 31 to 40 were able to land jobs within that period. Only 44% of the older graduates stated that they were able to get jobs within that three months while 56% were able to get jobs after that time frame. Further, majority or 80% of those who landed jobs after three months are the older respondents.

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Table 18 Age and Level of Employability in Terms of Waiting Time and Number of Times Applied for a Job
Age (Years) Waiting Time Frequency and Percentage Count % within Age (Row) 20 30 % within Waiting Time (Column) % of Total Count % within Age (Row) 31 40 % within Waiting Time (Column) % of Total Count % within Age (Row) 41 and above % within Waiting Time (Column) % of Total Count % within Age (Row) Total % within Waiting Time (Column) % of Total 0 - 3 months 44 95.7% 43.6% 34.9% 41 93.2% 40.6% 32.5% 16 44.4% 15.8% 12.7% 101 80.2% 100.0% 80.2% more than 3 months 2 4.3% 8.0% 1.6% 3 6.8% 12.0% 2.4% 20 55.6% 80.0% 15.9% 25 19.8% 100.0% 19.8% Total 46 100.0% 36.5% 36.5% 44 100.0% 34.9% 34.9% 36 100.0% 28.6% 28.6% 126 100.0% 100.0% 100.0% Pearson ChiSquare = 40.506 Significant at 0.01 level Remarks

Looking into the relation of the age, level of employability in terms of waiting time and number of time applied for a job, base on the result, whether the graduate respondents were younger or older as long as the teaching profession is in demand in the society, they are significantly related and both the younger and older respondents landed on a job within jthe three month period after graduation. This only showed that age doesnt matter. This finding was contradictory to the statement of Dominado (2011) which stated that in most regions youth were nearly three times more likely to be

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unemployed than adults resulting in a global average ratio of youth to adult unemployment rate of 2.8% in 2008. Table 19 presents the cross tabulation of the Age of the respondents and their level of employability in terms of Number of Times Applied for A Job. It also shows the Pearson Chi-Square test values which were used to determine the relation of the variables Table 19 Age and Level of Employability in Terms of Number of Times Applied for a Job
Age (Years) Frequency and Percentage Count 20 - 30 % within Age (Row) % within Waiting Time (Column) % of Total Count 31 - 40 % within Age (Row) % within Waiting Time (Column) % of Total Count 41 and above % within Age (Row) % within Waiting Time (Column) % of Total Count Total % within Age (Row) % within Waiting Time (Column) % of Total No. of Times Applied for a Job Once 44 95.7% 43.6% 34.9% 41 93.2% 40.6% 32.5% 16 44.4% 15.8% 12.7% 101 80.2% 100.0% 80.2% More than Once 2 4.3% 8.0% 1.6% 3 6.8% 12.0% 2.4% 20 55.6% 80.0% 15.9% 25 19.8% 100.0% 19.8% Total 46 100.0% 36.5% 36.5% 44 100.0% 34.9% 34.9% 36 100.0% 28.6% 28.6% 126 100.0% 100.0% 100.0% Pearson ChiSquare = 40.506 Significant at 0.01 level Remarks

The Chi-square value of 40.506 which is significant at 0.01 level reveals a significant relationship between the age of the respondents and their number of times applied for a job. As gleaned from Table 19, more younger respondents claimed to have landed jobs after applying once for a job compared to the older respondents. As shown, 96% of

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the respondents aging from 20 to 30 years of age were able to get jobs after applying for a job once and 93% of those aging from 31 to 40 were able to get employed for once application only. On the other hand, 44% of the older graduates stated that they were able to get jobs after one application while 56% were able to get jobs after more than one application. Further, majority or 80% of those who landed jobs after more than one application are the older respondents. This means that the younger the age of the respondents, the higher is the employability and more significant jobs they had in relation to their specialization and of course the greater the probability that they employed as teachers. On the other hand, 80% or majority of those who landed jobs after more tan one application are the older respondents. The finding is supported by the study conducted by Guevarra (2009) which concluded that age matters. Mans physical, psychological and cognitive capacities usually weaken and retrogresses as age progresses. It only shows that in terms of number of times applied for a job, still institutions prefer to accept younger employees. This study was also supported by Sison (2004) which stated that companies tend to hire younger working force that they believe have a better capacity to work as compared with much older age group. However, companies or institutions keep away from having applicants who are too young and whom they believe are still immature or have no enough working experience yet.

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Table 20 portrays the cross tabulation of the Age of the respondents and their level of employability in terms of Employment Status. It also shows the Pearson ChiSquare test values which was used to determine the relation of the variables. As shown in Table 20, there is a significant relationship between age and employment status having a Pearson Chi Square value of 61.836 which is significant at 0.01 level. Table 20 Age and Level of Employability in Terms of Employment Status
Age (Years) Frequency and Percentage Count % within Age (Row) 20 - 30 % within Employment Status (Column) % of Total Count % within Age (Row) 31 - 40 % within Employment Status (Column) % of Total Count 41 and above % within Age (Row) % within Employment Status (Column) % of Total Count % within Age (Row) Total % within Employment Status (Column) % of Total Employment Status Contractual Regular 38 86.4% 58.5% 34.9% 27 77.1% 41.5% 24.8% 0 .0% .0% .0% 65 59.6% 100.0% 59.6% 6 13.6% 13.6% 5.5% 8 22.9% 18.2% 7.3% 30 100.0% 68.2% 27.5% 44 40.4% 100.0% 40.4% Total 44 100.0% 40.4% 40.4% 35 100.0% 32.1% 32.1% 30 100.0% 27.5% 27.5% 109 100.0% 100.0% 100.0% Pearson ChiSquare = 61.836 Significant at 0.01 level Remarks

It can be surmised from the table that the older respondents tend to be regular employees while younger one are more of contractual bases in their employment status.

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As shown, 100% of the respondents 41 years old and above are regular employees while only 23% are regular among the respondents 31 to 40 years of age and only 14% are regular among the respondents who are 20 to 30 years old.

As shown in Table 20, there is a significant relationship between age and employment status having a Pearson Chi Square value of 61.836 which is significant at 0.01 level. It can be surmised from the table that the older respondents tend to be regular employees while younger one are more of contractual bases in their employment status. As shown, 100% of the respondents 41 years old and above are regular employees while only 23% are regular among the respondents 31 to 40 years of age and only 14% are regular among the respondents who are 20 to 30 years old. With regards to the age and level of employability in terms of employment status, these variables play an essential role. As shown in Table 20, there is a significant relationship between age and employment status having Pearson Chi Square of 61.836 which is significant at 0.01 level. It can be surmised from the table that the older respondents tend to be regular employees which younger one are more of contractual bases in their employment status. As what the manual of regulations for Private Higher Education (2008) stated Article XXIV Sec. 118. A full-time academic teaching

personnel who has satisfactorily completed his/her probationary employment and who possesses the minimum qualifications required by the Commission and the institution, shall acquire a regular or permanent status of his/her probationary employment. Regular academic teaching personnel who request a teaching load equivalent for a part time load,

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shall be considered resigned, and hence, may forfeit his/her regular status at the discretion of the management of the institution. Meanwhile, more older respondents were on regular status, it might be due to the contentment and motivation they have during their stay in the institutions. Inversely the younger teaches tend to be more explorative and wanted to travel and seek other employment. Table 21 presents the cross tabulation of the Civil Status of the respondents and their level of employability in terms of Waiting Time in getting a job. It also shows the Pearson Chi-Square test value which was used to determine the relation of the variables. Table 21 Civil Status and Level of Employability in Terms of Waiting Time
Civil Status Waiting Time Frequency and Percentage Count Single % within Civil Status (Row) % within Waiting Time (Column) % of Total Count Married % within Civil Status (Row) % within Waiting Time (Column) % of Total Count Total % within Civil Status (Row) % within Waiting Time (Column) % of Total 0 - 3 months 85 100.0% 84.2% 67.5% 16 39.0% 15.8% 12.7% 101 80.2% 100.0% 80.2% more than 3 months 0 .0% .0% .0% 25 61.0% 100.0% 19.8% 25 19.8% 100.0% 19.8% Total 85 100.0% 67.5% 67.5% 41 100.0% 32.5% 32.5% 126 100.0% 100.0% 100.0% Pearson Chi-Square = 64.658 Significant at 0.01 level Remarks

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It also shows the Pearson Chi-Square test value which was used to determine the relation of the variables Significant relationship is observed between civil status and waiting time to get a job as reflected by the Pearson Chi Square value of 64.658 which is significant at 0.01 level. It can be surmised from the table that 100% of the single respondents were able to take a job within three months while 100% of the respondents who waited for more than three months to get a job are married. While these married ones who waited for more than three months to get a job became busy with their family life. This findings was supported by Acomular (2003) posited that because of varying social status and responsibilities, performance maybe influenced by marital status. In addition, Villafuerte (2004) stated that working couples have extra demand in their time and energy. Table 22 presents the cross tabulation of the Civil Status of the respondents and their level of employability in terms of Number of Times applied for a job. Significant relationship is observed between civil status and number of times applying for a job as reflected by the Pearson Chi Square value of 64.658 which is significant at 0.01 level. It can be noted from the table that 100% of the single respondents were able to take a job after one application while 100% of the respondents who applied for more than once are married.

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Table 22 Civil Status and Level of Employability in Terms of Number of Times Applying for a Job

Civil Status

No. of Time Applied Frequency and Percentage Count Once 85 100.0% 84.2% 67.5% 16 39.0% 15.8% 12.7% 101 80.2% 100.0% 80.2% More than Once 0 .0% .0% .0% 25 61.0% 100.0% 19.8% 25 19.8% 100.0% 19.8% Total 85 100.0% 67.5% 67.5% Pearson Chi-Square 100.0% = 64.658 32.5% Significant at 0.01 32.5% level 126 41 100.0% 100.0% 100.0% Remarks

Single

% within Civil Status (Row) % within Waiting Time (Column) % of Total Count % within Civil Status (Row) % within Waiting Time (Column) % of Total Count % within Civil Status (Row) % within Waiting Time (Column) % of Total

Married

Total

Significant relationship is observed between civil status and number of times applying for a job as reflected by the Pearson Chi Square value of 64.658 which is significant at 0.01 level. It can be noted from the table that 100% of the single respondents were able to take a job after one application while 100% of the respondents who applied for more than once are married. With regard to civil status and level of employability in terms of times applying for a job, the result showed that the ability of a person to find job after finishing the course has something to do with his qualification among other factors. Sison (2004) posited that people who posses the right qualification for their job also require less supervision, give better work and are happier in their jobs. Contradictory to the finding

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of Mision (2004) which concluded that married skills workers are preferred for employment over unmarried ones. It is noticeable that the findings on table 21 on civil status and level of employability in terms of waiting time and table 22 in civil status and level of employability in terms of number of times applying for a job were similar, maybe because they really prefer to prioritize single applicants compared to married counterparts because of the demands of the work they were facing. And base on interview, married employees, performs lots of tasking jobs at home. Table 23 portrays the cross tabulation of the Civil Status of the respondents and their level of employability in terms of Employment Status. It also shows the Pearson Chi-Square test value which was used to determine the relation of the variables. The Pearson Chi- Square value of 46.727 which is significant at 0.01 level indicate that there is a significant relationship between civil status and employment status of the respondents. It can be gleaned from Table 23 that larger proportion of the single respondents are contractual while larger percentage of the married ones are regular employees. This means that single respondents have a lot of rooms for improvement whereas, married once are regular employees which according to Mision (2004) married employee are more responsible and dedicated to their work. They are considered more experienced and emotionally mature

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Table 23 Civil Status and Level of Employability in Terms of Employment Status

Civil Status Frequency and Percentage Count Single % within Civil Status (Row) % within Employment Status (Column) % of Total Count Married % within Civil Status (Row) % within Employment Status (Column) % of Total Count Total % within Civil Status (Row) % within Employment Status (Column) % of Total Employment Status Contractual 60 82.2% 92.3% 55.0% 5 13.9% 7.7% 4.6% 65 59.6% 100.0% 59.6% Regular 13 17.8% 29.5% 11.9% 31 86.1% 70.5% 28.4% 44 40.4% 100.0% 40.4% Total 73 100.0% 67.0% 67.0% 36 100.0% 33.0% 33.0% 109 100.0% 100.0% 100.0% Pearson ChiSquare = 46.727 Significant at 0.01 level Remarks

Base on interview, married employees were performers simply because of the different difficulties and trials they have faced and overcome. Additionally, they were protecting the reputation and names of their husbands and relatives. Table 24 portrays the cross tabulation of the Educational Attainment of the respondents and their level of employability in terms of Employment Status. It also shows the Pearson Chi-Square test value which was used to determine the relation of the variables. As indicated by the significant value of Chi Square (45.465), there is a significant relationship between the highest educational attainment and the level of employability of respondents in terms of employment status.

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As can be noticed from the table, 100% of the respondents who have at least taken masters units are regular in their positions while 100% of the contractual employees are baccalaureate degree holders at most. With regards to highest educational attainment in terms of employment status of secondary education graduate is an important indicator of the schools stock of human capital and its level of socioeconomic development. Table 24 Highest Educational Attainment and Level of Employability in Terms of Employment Status
Educational Attainment Frequency and Percentage Count Baccalaureate Degree % within Education (Row) % within Employment Status (Column) % of Total Count % within Education (Row) Post Graduate % within Employment Status (Column) % of Total Count % within Education (Row) Total % within Employment Status (Column) % of Total Employment Status Contractual 65 76.5% 100.0% 59.6% 0 .0% .0% .0% 65 59.6% 100.0% 59.6% Regular 20 23.5% 45.5% 18.3% 24 100.0% 54.5% 22.0% 44 40.4% 100.0% 40.4% Total 85 100.0% 78.0% 78.0% 24 100.0% 22.0% 22.0% 109 100.0% 100.0% 100.0% Pearson ChiSquare = 45.465 Significant at 0.01 level Remarks

The findings have supported (2007) which concluded that the employees in different organization have better instructional, personal and social qualities. They are more confident and esteemed than those with basic educational attainment.

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On the other hand, base on present stud, the higher the education acquired, the greater confidence he has in dealing with superiors and the higher the chance and opportunity for promotion. Contractual employees who are baccalaureate degree holders are order under the formal agreement to pursue post graduate education degree. It maybe assumed further that the higher the degree attained, the higher the tendency for them to be permanent. Table 25 presents the cross tabulation of the Eligibility of the respondents and their level of employability in terms of Waiting Time in getting a job. It also shows the Pearson Chi-Square test value which was used to determine the relation of the variables. Table 25 Eligibility and Level of Employability in Terms of Number of Times Applying for a Job
Waiting Time Eligibility Count LET % within Eligibility (Row) % within Waiting Time (Column) % of Total Count Other Licenses % within Eligibility (Row) % within Waiting Time (Column) % of Total Count Total % within Eligibility (Row) % within Waiting Time (Column) % of Total Frequency and Percent 0-3 months 65 100.0% 64.4% 51.6% 36 59.0% 35.6% 28.6% 101 80.2% 100.0% 80.2% more than 3 months 0 .0% .0% .0% 25 41.0% 100.0% 19.8% 25 19.8% 100.0% 19.8% Total 65 100.0% 51.6% 51.6% 61 100.0% 48.4% 48.4% 126 100.0% 100.0% 100.0% Pearson ChiSquare = 33.233 Significant at 0.01 level Remarks

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As revealed by the significant value of Chi Square, 33.233, there is a significant relationship between Eligibility and the level of employability of respondents in terms of Waiting Time to land a job. It can be gleaned from Table 25 that 100% of the LET passers were able to get a job within three months while only 59% of those who have other licenses were able get land a job within the same small period of time. Also, 100% of those who have waited more than three months to get a job have other licenses other than LET. Base on the study, it is quiet evident that LET passers are the priority in terms of job application. They were immediately hired. Moreover, eligibility is one factor which is significant in the level of employability in terms of times applying for a job. Since the teaching profession is in demand in the workforce most especially in Private Colleges whether the teacher is illegible or not, the respondents have been hired in the teaching force. Eligibility of graduates can affect the performance of the school. If a school has a good standing in board examination, it will redound in attracting more students which would mean more responsibilities for faculty numbers, thus graduates would easily be more employable, the higher the rate of students population in school. Table 26 presents the cross tabulation of the Eligibility of the respondents and their level of employability in terms of Employment Status. It also shows the Pearson Chi-Square test value which was used to determine the relation of the variables. As revealed by the significant value of Chi Square, 36.365, there is a significant relationship between Eligibility and the level of employability of respondents in terms of Employment Status.

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Table 26 Eligibility and Level of Employability in Terms of Employment Status

Eligibility Count LET % within Eligibility (Row) % within Employment Status (Column) % of Total Count Other % within Eligibility (Row) Licenses % within Employment Status (Column) % of Total Count Total % within Eligibility (Row) % within Employment Status (Column) % of Total Frequency and Percent Employment Status Contractual 50 86.2% 76.9% 45.9% 15 29.4% 23.1% 13.8% 65 59.6% 100.0% 59.6% Regular 8 13.8% 18.2% 7.3% 36 70.6% 81.8% 33.0% 44 40.4% 100.0% 40.4% Total 58 100.0% 53.2% 53.2% 51 100.0% 46.8% 46.8% 109 100.0% 100.0% 100.0% Pearson ChiSquare = 36.365 Significant at 0.01 level Remarks

It can be gleaned from Table 25 that majority (86%) of the LET passers are contractual while most (71%) of the respondents who have other licenses are regular. More proportion of the respondents are LET passers and contractual (46%) than holders of other licenses and regular (33%) Table 27 deals with the profile of the respondents in terms of sex and level of productivity in terms of readiness for the requirements of the job and incentives and benefits. Readiness for the requirements of the job includes knowledge, quality and quantity of work and values and attitudes. These variables are related using MannWhitney U test, the non-parametric version of t-test. This test was used because the assumptions for the parametric t-test was not met.

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Table 27 Sex and Level of Productivity

Productivity Knowledge of Work Quality of Work Quality of Work Values and Attitudes Readiness for the Job Sex Male [n = 58] Female [n = 68] Male Female Male Female Male Female Male Female Male Incentives and Benefits Female Mean Rank 96.70 35.18 92.62 38.66 93.90 37.57 96.02 35.76 96.47 35.38 58.12 68.09 Mann-Whitney U Sig. 46.500 .000 283.000 .000 209.000 .000 86.000 .000 59.500 .000 1660.000 .126 Remarks Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Not Significant Do Not Reject H0

As shown in Table 27, there are significant differences in the mean ranks of the males and females with respect to the different areas of productivity. As shown, readiness for the requirements of the job is significantly different between males and females with mean ranks of 96.47 and 35.38, respectively. Thus, there are significant relationships between these variables. On the contrary, there is no significant difference in the mean ranks of males versus females in terms of incentives and benefits. Hence, there is no significant relationship between sex and perceptions on incentives and benefits. The findings of the study have significant differences to the different areas of productivity. This means that the sex and level of productivity have significant

relationships. As shown in the table 1 males are more productive than females. As a

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whole, the data suggest that the male graduates manifest their productivity in terms of knowledge of work, quality of work, quantity of work and also in terms of work values and attitudes. This was revealed by the obtained mean values of 96.70, 96.62, 93.90 and 96.02. It maybe assumed that there are lots of male teachers who are great educational administrators and leaders. As strengthened by the study of Mayan (2002) men tend to be visual, tactile and kinaesthetic. They learned by doing the task while working with their superiors, administrators or supervisors. On the other hand, when it comes to incentives and benefits, there is no significant relationships between sex and the two variables. Majority of the respondents performed their teaching tasks well regardless of incentives or benefits. Productivity in this study, speaks of self-fulfilment and satisfaction rather than monetary cost, incentives and benefits. Table 28 presents the profile of the respondents in terms of civil status and level of productivity in terms of readiness for the requirements of the job and incentives and benefits using Mann-Whitney U test, the non-parametric version of t-test. Results suggest that there are significant differences between respondents who are single and those who are married in terms the level of productivity particularly with respect to the four (4) aspects of readiness for the requirements of the job considering the Mann-Whitney U test values which are significant at 0.01 level. Hence, significant relationships can be deduced between civil status and level of productivity of graduates in terms of readiness for the requirements of the job.

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However, there is no significant difference between the single and the married respondents with respect to incentives and benefits as the Mann-Whitney U test value 1399.5 is significant at 0.07, which is greater than 0.05 which is set as the accepted level of significance. Hence, there is no significant relationship between the civil status and perceptions on incentives and benefits.

Table 28 Civil Status and Level of Productivity

Productivity Knowledge of Work Quality of Work Quantity of Work Values and Attitudes Readiness for the Job Incentives and Benefits Civil Status Single [n=85] Married [n=41] Single Married Single Married Single Married Single Married Single Married Mean Rank 79.52 30.29 79.24 30.88 79.22 30.91 79.61 30.11 79.97 29.35 59.46 71.87 Mann-Whitney U Sig. 381.000 .000 405.000 .000 406.500 .000 373.500 .000 342.500 .000 1399.500 .073 Remarks Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Not Significant Do Not Reject H0

In terms of the civil status and level of productivity, the present findings suggest that there are significant differences between single and married respondents. Single respondents tend to be more productive than married. Base on interview majority of them were enjoyed performing their profession. As confirmed by Acosta (2002) a

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persons civil status is normally expected to them significant implication on the nature of competing demand on employees time and other resources. On the other hand, Villafuerte (2004) stated that working couples have extra demand in their time and energy. The conflict of work, family roles especially in attending need of the children may arise. With respect to incentives and benefits, there is no significant difference between civil status and productivity. Whether they are single or married, regardless of incentives and benefits graduates still performed their job very well and considered themselves productive. Table 29 displays the profile of the respondents in terms of educational attainment and level of productivity in terms of readiness for the requirements of the job and incentives and benefits using Mann-Whitney U test, the non-parametric version of t-test. With respect to educational attainment, the mean ranks of respondents whose highest educational attainment is Baccalaureate degree is higher compared to the post graduate level respondents in terms of knowledge, quality and quantity of work and values and attitudes. These suggest that the respondents who have lower educational attainment claimed to have higher regard in terms of their readiness for the job.

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Table 29 Educational Attainment and Level of Productivity

Productivity Knowledge of Work Quality of Work Quantity of Work Values and Attitudes Readiness for the Job Incentives and Benefits Educational Attainment Baccalaureate Degree [n=104] Post Graduate [n=34] Baccalaureate Degree Post Graduate Baccalaureate Degree Post Graduate Baccalaureate Degree Post Graduate Baccalaureate Degree Post Graduate Baccalaureate Degree Post Graduate Mean Rank 79.81 34.57 81.71 28.87 80.97 31.09 81.02 30.93 81.64 29.09 59.98 78.46 Mann-Whitney U Sig. 580.500 .000 386.500 .000 462.000 .000 456.500 .000 394.000 .000 865.000 .025 Remarks Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0

On the other hand, post graduate respondents have a higher regard to incentives and benefits compared to those who are baccalaureate degree holders as they are receiving more of these. The Mann-Whitney U test value of 865.00 which is significant at 0.025 implies significant difference between the two groups; hence, the null hypothesis is rejected. There is a significant relationship between educational attainment and incentives and benefits such that post graduate respondents have a higher mean rating on incentives and benefits compared to the baccalaureate degree holders. With regards to educational attainment and level of productivity, they are generally significant of Baccalaureate degree holders. These maybe because of their consciousness and awareness of their specific tasks as fresh graduates and they knew that they have different challenge and adjustments to make.

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However, theres no significant difference to the past graduate degree holder employees maybe because they are already experienced competent expert and efficient in their field of assignments. Base on interview, the above statement were two because of the higher education they acquired. Table 30 presents the profile of the respondents in terms of eligibility and level of productivity in terms of readiness for the requirements of the job and incentives and benefits using Mann-Whitney U test, the non-parametric version of t-test. Results suggest that there are significant differences between respondents who are LET passers and those who have other licenses in terms of the level of productivity particularly with respect to the four (4) aspects of readiness for the requirements of the job considering the Mann-Whitney U test values which are significant at 0.01 level. Table 30 Eligibility and Level of Productivity
Productivity Knowledge of Work Quality of Work Quality of Work Values and Attitudes Readiness for the Job Incentives and Benefits Eligibility LET [n=65] Other license [n=71] LET Other license LET Other license LET Other license LET Other license LET Other license Mean Rank 90.45 48.41 91.61 47.35 87.88 50.75 92.52 46.51 92.18 46.82 60.42 66.79 Mann-Whitney U Sig. 881.000 .000 805.500 .000 1047.500 .000 746.000 .000 768.000 .000 1782.000 .326 Remarks Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Significant Reject H0 Not Significant Do Not Reject H0

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Hence, significant relationships can be deduced between eligibility and level of productivity of graduates in terms of readiness for the requirements of the job. However, no significant difference between the LET passers and holders of other licenses with respect to incentives and benefits as the Mann-Whitney U test value 1782.00 is significant at 0.326, which is greater than 0.05 which is set as the accepted level of significance. Hence, there is no significant relationship between the eligibility and perceptions on incentives and benefits. Table 31 reflects the profile of the respondents in terms of age and level of productivity in terms of readiness for the requirements of the job and incentives and benefits using Kruskal Wallis Test, the non-parametric version of Analysis of Variance (ANOVA). This test was used as the assumptions of ANOVA are not met. Evidently, significant differences are noted with respect to the level of productivity of graduates when grouped according to age group. As shown, the younger respondents have higher mean ranks compared to their older counterparts. The values of the Kruskal Wallis test which are less than 0.01 level suggests significant differences among the groups. Hence, significant relationship between age and level of productivity in terms of readiness for the requirements of the job is observed. However, there is no significant difference in terms of incentives and benefits between the respondents when grouped according to age as manifested by the Kruskal Wallis test value of 1.440 which is significant at 0.487. Hence, no significant relationship exists between age and perceptions on incentives and benefits.

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Table 31 Age and Level of Productivity

Productivity Age (years) 20 - 30 Knowledge of Work 31 - 40 41 and above 20 - 30 Quality of Work 31 - 40 41 and above 20 - 30 Quantity of Work 31 - 40 41 and above 20 - 30 Values and Attitudes 31 - 40 41 and above 20 - 30 Readiness for the Job 31 - 40 41 and above 20 - 30 Incentives and Benefits 31 40 41 and above Mean Rank 92.67 65.23 24.11 87.79 71.14 23.13 85.39 73.00 23.92 91.36 67.34 23.21 89.90 68.99 23.06 63.79 58.92 68.72 1.440 .487 Not Significant Do not Reject H0 72.716 .000 Significant Reject H0 78.125 .000 Significant Reject H0 67.732 .000 Significant Reject H0 78.940 .000 Significant Reject H0 Kruskal Wallis Test 79.291 Sig. .000 Remarks Significant Reject H0

Table 32 reveals the correlation coefficients of school related factors and level of productivity of graduates in terms of readiness for the requirements of the job and incentives and benefits. Readiness for the requirement of the job involves knowledge, quality, and quantity of work and work values and attitudes. Based on the result in terms of significant differences to age and level of productivity. Younger respondents have higher mean ranks compared to their older counterparts. This is similar to Estabillos (2004) study that age is a biographical in terms of readiness for the requirements of the job. Younger employees tend to be highly

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motivated, they were the ones who were very eager to attend seminars and trainings and enrolled for further studies. And this was strengthened by Quintos (2005) statement that persons age is associated with ones amount of every and enthusiasm in doing things. The present study revealed that age is a significant factor to consider to make the employee perform better and be more productive. With respect to quality of work, teaching competency correlates with it the most, having a correlation coefficient of .853 while curriculum and instruction correlates with it the least having a correlation coefficient of 0.61. Overall, school related factor obtained a moderately high correlation with quality of work having a correlation coefficient of 0.80. With respect to quantity of work, school related factor is highly correlated with it having a correlation coefficient of .80. Teaching competency and physical facilities highly correlates with quantity of work with coefficients of .85 and .80, respectively. Curriculum and instruction is also moderately correlated with quantity of work. Concerning work values and attitudes, it is highly correlated with overall school related factors having a correlation coefficient of .84. Teaching competency is the most relevant factor for work values and attitudes, similar to the other measures of readiness for the requirement of the job.

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Table 32 School Related Factors and Level of Productivity of Graduates

School Related Factors Knowledge of Work Quality of Work Quantity of Work Overall Readiness Work Values and Incentives and for requirement of Attitudes Benefits the Job

Teaching Competency

.960** high correlation .896**

.842** high correlation .789** moderately high correlation .610**

.853**

.888**

.908** high correlation .853** high correlation .697**

-.071 ns negligible correlation -.080 ns negligible correlation -.036 ns negligible correlation -.066 ns negligible correlation

high correlation high correlation .803** .845**

Physical Facilities

high correlation .794**

high correlation high correlation .639** .679**

Curriculum and Instruction

moderately high correlation .923**

moderately moderately high moderately high moderately high high correlation correlation correlation correlation .783** moderately high correlation .802** .843** .858** high correlation

Overall

high correlation

high correlation high correlation

** - significant at 0.01 level, * - significant at 0.05 level, ns not significant

Legend: .80 1.0 .40 59 .60 .79 .20 .39 .01 .19 high correlation moderate correlation moderately high correlation low correlation negligible correlation

Further, teaching competency and physical facilities highly correlates with the overall readiness for the requirements of the job having correlation coefficients of 0.91 and 0.85, respectively. These indicate that the respondents recognized the relevance of the teaching competency and physical facilities of their institutions in moulding them to become what they are now as professionals. Also, the respondents deemed that curriculum and instruction is important for their readiness for their jobs. Overall, school related factor is highly correlated with overall readiness of graduates for the requirements of their jobs.

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On the other hand, there are no significant relationship observed between the school related factors with the incentives and benefits received by the graduates in their jobs. This is evident with the negligible correlations presented in Table 28. The finding sows that on secondary education graduates selected private colleges showed that they are doing well in their respective field of specialization. The teaching competencies that they learn from their teachers involves holistic approach which contributed to the graduates readiness to the requirements of the job. Work satisfaction results from the college instruction, teaching competencies and trainings. The finding likewise, indicate that the graduates do not only have good knowledge of work. They also manifested knowledge of work. They also manifested knowledge of effective

methods and techniques which can best accomplish them. These are indications that the graduates know how to build learning situations that may significantly affected the graduates productivity. It is generally accepted that the best learnings takes place when the greatest number of senses are stimulated. The use of materials, laboratory equipment and library facilitates stimulate the senses. The basis for all learning is experience and usually the most effective type of learning is experience and usually the most effective type of learning is gained by concrete, direct and first-hand experience. However, there is a negligible correlation when it comes to incentives and benefits maybe due to the fact that they prioritize service instead of monetary gain.\ Similar to the findings of Sison (2004) which concluded that physical plant and facilities are factors that is highly correlated with the knowledge of work. It is highly

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recognized that acquisition of skills and knowledge of student are affected by nature of learning environment to the school possesses. Part 6. Factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates. Table 33 summarizes the regression models with significant predictors of productivity in terms of readiness for the requirements of the job using stepwise selection. The statistics computed are multiple correlation coefficient (R), adjusted coefficient of multiple regression (R2), F values, standard error of estimate, beta weights and t-values. The F statistic measures whether any of the independent variables are significantly related to the dependent variable, while the t statistic tests each individual variable separately. The standard error of the estimate is a standard deviation type summary of the dependent variable that measures the deviation of observations around the best fitting straight line. Betas are standardized regression coefficients and are used to judge the relative importance of each of several independent variables. (SPSS Training Department, 2000) Table 33

Stepwise Regression Analysis Output with Overall Level of Readiness for the Requirements of the Job

Model 1 2 3

Predictors Teaching Competency Curriculum and Instruction + Teaching Competency + Curriculum and Instruction + Physical Facilities

R .908 .921 .924

Adjusted R2 .82 .847 .850

F Value 578.954** 345.952** 237.599**

Standard Error of Estimate .20 .18 .18

Beta weights .908 1.174 -.311 1.022 -.352 .201

T values 24.06** 17.213** -4.555** 10.066** -4.996** 2.001**

** - Significant at 0.01 level; * - Significant at 0.05 level

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As reflected in Table 33, the regression models which include the predictor variables and the overall readiness for the requirements of the job as the independent variable are all significant as manifested by the significant values of F test or ANOVA. The t-values which determine the significance of each independent variable included in each regression model are also significant at 0.01; though 0.05 is the accepted level of significant in this study. Model 1 shows that Teaching Competency is the first predictor selected having the highest correlation coefficient of .91 and adjusted coefficient of determination of .82 which indicate that 82% of the variability in the Readiness of the respondents for the job can be due to the variability in the teaching competencies of the schools attended by the respondents. This is similar to the correlation earlier reported in Table 32. The F value of 578.954 significant at 0.01 level indicates that the first model is significant while the tvalue of 24.06 significant at 0.01 level implies that teaching competency is a significant predictor of overall readiness for the requirements of the job. In Model 2, Curriculum and Instruction is added as a predictor of Readiness for the requirements of the job. The adjusted R2 value of .85 indicates that teaching competency and curriculum and instruction collectively attributes 85% of the variance in the overall level of Readiness for the requirements of the job while the other 15% can be due to other factors. Hence, only 2% variance was added with the inclusion of Curriculum and Instruction in the model. The standard beta weight of Curriculum and Instruction is negative which suggest multicolinearity in the model. With this indication, the correlations of the predictor variables were checked was found that teaching

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competency is highly correlated with Curriculum and Instruction (r = 0.86) and with Physical Facilities (r = 93.) Due to multicolinearity of the predictor variables, Curriculum and Instruction and Physical Facilities should be dropped out from the regression model and retain Teaching Competency as the predictor for Readiness for the requirements of the Job. Therefore, Teaching Competency is considered a strong determinant of level of productivity in terms of readiness for the requirements of the job. Curriculum and Instruction and Physical Facilities are also significant predictors based on the earlier correlation analyses. Katane (2006) stressed the significance of teaching competencies of teachers in transferring changes into educational system and defined the competencies as the set of knowledge, skills and experience necessary for future, which manifest in activities. Competencies also are values, motivation and beliefs of people in order to be successful in a job. Additionally, competence of graduates involve a holistic approach which

includes commitment, knowledge of subject matter, teaching of independent learning and management of learning. Teaching competency is the most important characteristics teachers to be easily employed. Curriculum as emphasized by Smith (2000) is a body of knowledge to be transmitted. It provides a basis for planning a course, studying it especially and

considering the grounds of its justification. Physical plant and facilities can be described in terms of the following: provides available quantity of tools, apparatus, equipment and facilities, adequate chairs and tables

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and acquisition of new tools, apparatus, equipment and facilities. It contain library holdings in general reference and others. It also include laboratory and such as the science and speech and the likes. Therefore, teaching competency, curriculum and instruction, physical plant and facilities are the strong determinants of the employability and productivity of the secondary education graduates in Region III.

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Notes in Chapter IV

Norusis, Marija J. SPSS 12.0 Statistical Procedures Companion. SPSS Inc. Published by Prentice Hall, Inc. 2003. New Jersey Fraenkel, Jack R. and Wallen, Normal E. How to Design and Evaluate Research in Education. (McGraw-Hill Higher Education (Asia), 5th ed., 2003) SPSS Training Department. SPSS 10. 2000 Organization for Economic Cooperation and Development (OECD). Education at a Glance 2010, http://www.oecd.ilibraiy.org. Retrieve 28 November 2011 Olivia B. Tamayo, Status of Health Promotion Programs of Selected Local Colleges in Region III: Implication of Educational Management (Unpublished Dissertation, Bataan Peninsula State University 2011). C. Schultz, The First Modern Systematic Inquiry in the Institution, Chane Schultz blog Archieve, 18 November 2011 Petra U. Acomular, Factors Affecting the Performance of the BSIE students in Mathematics in Selected State University and Colleges in Region IV and NCR: Basis for Policy Formulation, Unpublished Dissertation TUP, Manila, 2003 Gaudencio V. Aquino. Effective Teaching. Bookstore, 2003 Mandaluyong City: National

Roel T, Landingin, The Manila Times, March 20, 2000 Robert J. Garmston, Becoming Expert Teachers (Part One) Journal of Staff Development, Volume 19 No. 1 2000. Ma. Catherine T. Benedictos, The Status of Property of Supply Management of the Department of Health Hospitals Nationwide, (Unpublished Master Thesis, Bulacan State University, Malolos, Bulacan 2005) Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) scholars in the Past Secondary Level, Region I SY 1997-1999 (Unpublished Dissertation Technological University of the Philippines, Manila, 2001)

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Josefina J. Dominado, Performance of Selected Private Colleges in Region HI; Status, Problems and Prospects. (Unpublished Dissertation Bataan Peninsula State University, 2011) Natalia G. Guevarra, Organizational Subsystem of Students and School Performance if Bay Schools in Region HI, (Unpublished Dissertation Bulacan State University, City of Malolos, 2009) Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) Scholar in the Past Secondary Level, Region I SY 1997-1999 (Unpublished Dissertation Technological University of the Philippines, Manila, 2001) Manual of Regulations for Private Higher Education of 2008 Petra U. Acomular. Factors Affecting the Performance of the BSIE students in Mathematics in Selected State University and Colleges in Region IV and NCR: Basis for Policy Formulation, (Unpublished Dissertation Technological University of the Philippines, Manila, 2003) Dulce Villafuerte, The Level of Effectiveness of the Job Performance of School Administrators in San Francisco High School Quezon City, Basis for an Executive Development Program, (Unpublished Dissertation Manuel Luiz Quezon University, Manila, 2004) Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) Scholar in the Past Secondary Level, Region I SY 1997-1999 (Unpublished Dissertation Technological University of the Philippines, Manila, 2001) Ione B. Mison et.al., Human Behavior of Business Organization and revised edition, 2004 Lorezanga Ilano R. Gamiao, Selected Factors and the Job Performance of Government Arsenal Employees (Unpublished Master's Thesis, Bataan Peninsula State University, City of Balanga, 2007) Dulce Villafuerte, The Level of Effectiveness of the Job Performance of School Administrators in San Francisco High School Quezon City, Basis for an Executive Development Program, (Unpublished Dissertation Manuel Luiz Quezon University, Manila, 2004)

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Cresentina A. Estabillo, Job Performance of Local Government Unit Personnel in Bataan, (Unpublished Masters Thesis Bataan Polytechnic State College, Balanga, Bataan, 2004)

Flor L. Sison, Employability, Productivity and Job Satisfaction of Private Education School Fund Assistance (PESFA) Scholar in the Past Secondary Level, Region I SY 1997-1999 (Unpublished Dissertation Technological University of the Philippines, Manila, 2001) Irene Katane et.al. Teacher Competence and Further Education in Priority for Sustainable Development of Rural School in Latvia, Journal of Education and Training 2006, 4-59 M.K. Smith. Curriculum Theory and Practice. The Encyclopedia of Informal Education Available at http://vwvw.infed.org/biblio/b-curric.htm, 2002 Retrieved: 28 November 2011

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of the findings of the study, the conclusions that were deduced from it as well as the recommended actions generated in the light of the conclusions arrived at in order to address the heart of the investigation.

Summary The general problem of the study is: What are the determinants of employability and productivity of the Selected Private Colleges of Education Graduates in Region III during Academic Year 2005- 2010? 1. What is the profile of the Graduates in terms of: 1.1 age; 1.2 sex; 1.3 civil status; 1.4 educational attainment; 1.5 relevant trainings/seminars attended; 1.6 scholastic achievement; 1.7 eligibility, and 1.8 student teaching performance rating? 2. How may the school related factors be described in terms of : 2.1 teaching competencies;

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2.2 physical plant and facilities; 2.3 curriculum and instruction? 3. What is the level of employability of graduates in terms of: 3.1 waiting time; 3.2 3.3 job relevance to training and employment status?

4. What is the level of productivity of graduates in terms of: 4.1 readiness to the requirements of the job; 4.2 salary increase; 4.3 number of times promoted; 4.4 incentives/ benefits/ privileges, and 4.5 awards, honors, recognition? 5. How do the profile of the selected Private Colleges and, the school related factors affect the level of employability and productivity of the graduates? 6. Which among the factors taken can singly or in combination could be considered strong determinants of the level of employability and productivity of the graduates? 7. What are the implications of the study in relation to educational management?

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Findings From the gathered data which were analyzed and presented, the following findings were drawn: 1. Profile of the Graduates. The graduates of private colleges in the region were generally considered young, others belong to the middle aged and few were old, more females than males, more of a single status than married, majority were baccalaureate degree, few were mastered degree holders and others were having masters degree units, occupied the contractual and regular status, half of them were LET passers while others were civil service and sub-professional eligible, attended seminars and trainings, which qualify them to teach in the institutions. 2. School Related Profile. The graduates of private colleges in the region

considered their teachers to be highly competent, the physical plant and facilities were very adequate, and with respect to curriculum and instruction, were strongly agree, that they are very satisfied. Overall, they perceived that the school related factor is deemed to be very satisfactory. 3. Level of Employability of Graduates. The graduates revealed that they were employed immediately after graduation with less than three months, few were able to obtain jobs after four to less than nine months, majority have acquired jobs after only one application and few were applied twice. Their course were relevant to their job and were highly employable. 4. Level of Productivity of Graduates

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4.1 Readiness to the requirements of the job. The graduates considered their readiness in terms of knowledge of work, quality of work, quantity of work and work values and attitudes to be very highly productive. For the

administrators, they perceived the graduates readiness to be moderately highly productive. 4.2 Salary Increase. The graduates who claimed that they have increased in salary once and promoted were moderately highly productive while few were highly productive for the salary increased in three to four times 4.3 Incentives and benefits. The graduates with incentives and benefits received were moderately highly productive. 4.4 Awards, Honors and Recognition. The graduates with awards, honors and recognitions received were moderately highly productive. 5. Profile of the Selected Private Colleges and the School Related Factors and the Level of Employability and Productivity of Graduates. Among the factors, they have significant relationships except for the incentives and benefits which were found no significant difference and relationship with the above-mentioned variables. 6. Factors taken singly or in combination could be considered strong determinants of the level of employability and productivity of graduates. The teaching competency, the physical plant and facilities, the curriculum and instruction are considered to be the strong determinants of the level of employability and productivity of the graduates.

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7. Implication of the study in relation to Educational Management. Educational management is one of the most important human activities in school organization. It aims to accomplish goals and objectives of the

organization which cannot be done singly or individually. The task of educational management increases its importance as the organization become more complex. It is highly orchestrated, a logical and an order by process in which school administrators rationally calculate the best way to use resources to achieve organizational goals. The effectiveness of any organization is measured by the strength and weakness of the educational administrators. For them, to be effective must have varied skills in handling operational and human problems including skills in planning and decision making. Moreover, teaching competencies of teachers should be strengthened, upgrade the curriculum and instruction and give more emphasis on the development of physical plant and facilities. Administrators and teachers in the organizational structures must know and apply the science of managing the resources available for productive output. Educational System can be based on scientific results of educational sciences, psychology, economy, technology, sociology and so on. The

development of teachers competencies is based on the changes is other sciences and society is not associated with only the individualistic development but also professional development. Today, internalization of curriculum studies has been the subject of discussion. It is a kind of reform study and teachers ensure changes by embracing

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new ideas. In this respect, teachers need to have more competencies than they had before. By taking the international development into consideration,

competencies are highly important, both implementing the current curriculum. Therefore the pre-service and in-service teacher education should focus in understanding and application of teachers competencies. Teachers main role in transferring changes into educational system and must deal with all the changes effectively. The future will be different from the past and present in some certain respects. Thus, teachers need new competencies to cope with all these changes is necessary to redefine the competencies. With these, the following were the implications of the study in relation to educational management: First, the school administrators should really prioritize LET passers in hiring employees. Secondly, the holistic approach in selecting applicants should be frequently evaluated so as to attract more quality teachers and more enrolees. Lastly, the administrators should always ensure that teaching competencies, curriculum and instruction, physical plant and facilities are wellmanaged. This is where the heart of the school organization emerges.

Conclusions There is significant relationship between the Secondary Education Graduates profile and the school related factors and the level of employability and productivity.

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Recommendations In view of the foregoing findings and conclusions, the following

recommendations are hereby presented for consideration. 1. Since the main trust of the institution is on employability and productivity, the administrators should encourage the teachers especially the new breed to pursue post graduate education, attend seminars, conferences and trainings to gain propelling competencies in their respective fields. 2. The administrators should always conduct an evaluation of their faculty members with regards to their performance and prioritize the updating of the curriculum and instruction in meeting the consistency of the college productivity. 3. Motivate and encourage sub-professionals, civil-service eligible and non-passers to take the Licensure Examination for teachers. 4. The academic and administrative staff should work on incentives like salary increase, benefits and privileges for the promotion and development of teachers. 5. Quality maintenance and upgrading and human resources and periodic inventory of existing physical plant facilities and equipments to determine its adequacy, availability and usability. 6. A placement program should be implemented by the college for its graduates thru partnership with the industrial sector and conduct regular tracer studies to determine the employability relevance of curriculum and instruction.

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Appendix A Request Letter to the Regional Director

Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY

Balanga Campus Balanga City January 9, 2012 DR. VIRGINIA D. AKIATE The Regional Director Commission on Higher Education Regional Office III San Fernando, Pampanga

Madame: The undersigned is in the process of preparing a dissertation entitled: Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III. This is in partial fulfilment of the requirements leading to the Degree Doctor of Education major in Educational Management. Relative to this, may I respectfully request for your endorsement of this study to the Presidents of the said private colleges to facilitate the gathering of secondary data and the administration of the questionnaires. Rest assured that whatever information gathered from this study shall be dealt with strict confidentiality according to the ethics of research. Thank you very much and God Very Truly yours, Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Appendix B Endosement Letter to the College Presidents / Deans

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Appendix C Letter to the College President / Deans

Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City Graduate School

January 9, 2012 DR. JOHN FLORENTINE L. TERUEL College Dean / President College of the Most Holy Trinity Sacrifice Valley, Hermosa, Bataan His Holiness: The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. Relative to this, I would like to request your good office for the profiles of the College of Education Graduates Bachelor of Secondary Education to determine the level of employability and productivity by which they carry out their employment and productive functions as distinct from their functions as common employees of their institution where they belong. In this connection, may I respectfully seek for your assistance for the list of Secondary Education Graduates batch 2005-2010, so that I will be able to gather the necessary information needed in my study. Further, I would like to request permission to administer questionnaires to the administrator and some of your faculty members who have been graduated at the above mentioned year. Attached are samples of the questionnaire for your perusal. Rest assured that the data collected will be solely used for research purposes. . Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours, Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City Graduate School January 9, 2012 REV. MSGR. CRISOSTOMO A. CACHO VG., PC., MA. School President Columban College Olongapo City Dear Msgr: The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. Relative to this, I would like to request your good office for the profiles of the College of Education Graduates Bachelor of Secondary Education to determine the level of employability and productivity by which they carry out their employment and productive functions as distinct from their functions as common employees of their institution where they belong. In this connection, may I respectfully seek for your assistance for the list of Secondary Education Graduates batch 2005-2010, so that I will be able to gather the necessary information needed in my study. Further, I would like to request permission to administer questionnaires to the administrator and some of your faculty members who have been graduated at the above mentioned year. Attached are samples of the questionnaire for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you!

Very truly yours, Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City Graduate School January 9, 2012 REV. FR. HANIVAL G. BRUCELAS College President St. Joseph College Olongapo City Dear Fr. Hanival: The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. Relative to this, I would like to request your good office for the profiles of the College of Education Graduates Bachelor of Secondary Education to determine the level of employability and productivity by which they carry out their employment and productive functions as distinct from their functions as common employees of their institution where they belong. In this connection, may I respectfully seek for your assistance for the list of Secondary Education Graduates batch 2005-2010, so that I will be able to gather the necessary information needed in my study. Further, I would like to request permission to administer questionnaires to the administrator and some of your faculty members who have been graduated at the above mentioned year. Attached are samples of the questionnaire for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours, Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City Graduate School

January 9, 2012 MARINA B. SANTOS, Ed. D. Dean of Teacher Education Tomas Del Rosario College City of Balanga, Bataan Madame: The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. Relative to this, I would like to request your good office for the profiles of the College of Education Graduates Bachelor of Secondary Education to determine the level of employability and productivity by which they carry out their employment and productive functions as distinct from their functions as common employees of their institution where they belong. In this connection, may I respectfully seek for your assistance for the list of Secondary Education Graduates batch 2005-2010, so that I will be able to gather the necessary information needed in my study. Further, I would like to request permission to administer questionnaires to the administrator and some of your faculty members who have been graduated at the above mentioned year. Attached are samples of the questionnaire for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours, Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D.

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Dean, Graduate School BPSU, City of Balanga, Bataan Appendix D Letter to the Principal Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City Graduate School

January 9, 2012 MANUEL L. TERUEL HS/ELEM President / Director College of the Most Holy Trinity Sacrifice Valley, Hermosa, Bataan Bishop: The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management.

In this connection, may I respectfully request permission to administer questionnaires to you as an administrator and to some of your faculty members who graduated in our institution, the College of the Most Holy Trinity located in Sacrifice Valley, Hermosa, Bataan during the above mentioned year to determine the level of their employability and productivity. Attached are samples of the questionnaires for your perusal. Rest assured that the data collected will be solely used for research purposes. . Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours,

Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City
Graduate School

January 9, 2012 SOR LIGAYA DE LA CRUZ, MAEd, School Directress Colegio de Santa Maria Virginia Quezon City Dear Sor:

The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. In this connection, may I respectfully request permission to administer questionnaires to you as an administrator and to some of your faculty members who graduated in our institution, the College of the Most Holy Trinity located in Sacrifice Valley, Hermosa, Bataan during the above mentioned year to determine the level of their employability and productivity. Attached are samples of the questionnaires for your perusal. Rest assured that the data collected will be solely used for research purposes. . Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours,

Marilyn G. De Guzman Researcher

Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City
Graduate School

January 16, 2012 MRS. CORAZON AMARILLE School Principal Columban High School Olongapo City

Madam:

The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. In this connection, may I respectfully request permission to administer questionnaires to you as an administrator and to some of your faculty members who graduated in this institution, the Columban College located in Olongapo City during the above mentioned year to determine the level of their employability and productivity. Attached are samples of the questionnaires for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours, Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City
Graduate School

January 19, 2012

DR. VICENTE B. LINTAG School Principal Tomas Del Rosario College City of Balanga, Bataan Sir:

The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. In this connection, may I respectfully request permission to administer questionnaires to you as an administrator and to some of your faculty members who graduated in this institution, Tomas Del Rosario College located in Balanga City during the above mentioned year to determine the level of their employability and productivity. Attached are samples of the questionnaires for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours,

Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City Graduate School

January 9, 2012

REV. ROWEL L. MORA School Director Ecumenical Learning Center Balanga City, Bataan

Bishop: The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. In this connection, may I respectfully request permission to administer questionnaires to you as an administrator and to some of your faculty members who graduated in this institution, Tomas Del Rosario College located in Balanga City during the above mentioned year to determine the level of their employability and productivity. Attached are samples of the questionnaires for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you!

Very truly yours,

Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Appendix E Letter to the Registrar Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City
Graduate School January 19, 2012 MS. CECILIA GUEVARRA Registrar College of the Most Holy Trinity Sacrifice Valley, Hermosa, Bataan Madam:

The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. Relative to this, I would like to request your good office for the profiles of the College of Education Graduates Bachelor of Secondary Education to determine the level of employability and productivity by which they carry out their employment and productive functions as distinct from their functions as common employees of their institution where they belong. In this connection, may I respectfully seek for your assistance for the list of Secondary Education Graduates batch 2005-2010, so that I will be able to gather the necessary information needed in my study. Further, I would like to request permission to administer questionnaires to the administrator and some of your faculty members who have been graduated at the above mentioned year. Attached are samples of the questionnaire for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours,

Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D Dean, Graduate School BPSU, City of Balanga, Bataan

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Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City
Graduate School January 19, 2012 MRS. TERESITA BANZON Registrar Tomas Del Rosario College City of Balanga, Bataan Madam:

The undersigned is currently working on a dissertation entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III during AY 2005-2010. This is in partial fulfilment of the requirements leading to the Degree of Doctor of Education major in Educational Management. Relative to this, I would like to request your good office for the profiles of the College of Education Graduates Bachelor of Secondary Education to determine the level of employability and productivity by which they carry out their employment and productive functions as distinct from their functions as common employees of their institution where they belong. In this connection, may I respectfully seek for your assistance for the list of Secondary Education Graduates batch 2005-2010, so that I will be able to gather the necessary information needed in my study. Further, I would like to request permission to administer questionnaires to the administrator and some of your faculty members who have been graduated at the above mentioned year. Attached are samples of the questionnaire for your perusal. Rest assured that the data collected will be solely used for research purposes. Your kind attention and consideration on this request will go along way in the fulfilment of such academic endeavour. Thank you very much and God Bless you! Very truly yours,

Marilyn G. De Guzman Researcher Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga, Bataan

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Appendix F Questionnaire for the Administrators

On Productivity of Graduates 1. Readiness of the Graduates to the requirements of the job A. Knowledge of Work Directions: Below are work values of an individual. Indicate the extent with which you apply these values in your work. The options are coded as follows: 5 Very high 4 Moderately High 3 High 2 Low 1 None at all Assessments Indicators 5 1. Thorough knowledge of the job and other related jobs. 2. Performs the requirements of the job in conformity with instruction given. 3. Shows capability in doing more important works. 4. Plans, prioritizes, and organizes work effectively to produce measurable results. 5. Demonstrates a clear understanding of policies and procedures of operation; complies and applies them appropriately. 6. Assesses situations accurately and determines appropriate action. 7. Demonstrates the willingness and competence to work in multiple, functional areas. 8. Identifies and utilizes resources effectively and responsibly. 4 3 2 1

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9.Organizes and maintains work environment to allow for productivity. 10. Maintains appropriate confidentiality and respects the privacy of others. B. Quality of Work Indicators 1. Maintains accuracy and orderliness in performing job. 2. Manifest commitment and reliability in the completion of tasks. 3. Shows consistent neatness and efficiency to make work favourable 4. Takes a problem- solving approach when faced with challenging or difficult situations. 5. Proposes changes to policies or procedures, where appropriate. 6. Uses sound judgement. 7. Work is thorough, timely and reflects follow- through to completion. 8. Manages difficult and emotional situations effectively. 9. Takes initiative in improving service, processes, programs and products. 10. Responds to requests in a conscientious and timely fashion. C. Quantity of Work Indicators 1. Executes work assignment with desirable results without supervision. 2. Handles more than one assignment very satisfactory. 3. Shows ability to complete regular work well within a reasonable time. 4. Collaborates with others to improve the quality and address needs. 5. Builds and sustains cooperative working relationship. 6. Recognizes strengths and contributions of others. 5 Assessments 4 3 2 1 Assessments 5 4 3 2 1

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7. Provides leadership on proj7ects and /or programs. 8. Works cooperatively with people of diverse cultural identities, styles and functional responsibilities. 9. Aligns individual work priorities with departmental and college goals and visions. 10. Exerts a positive influence on others. D. Work Values and Attitudes
Assessments Indicators 5 4 3 2 1

1. Shows love of work in the chosen field. 2. Performs the responsibility in every assigned task. 3. Manifest cooperation towards co-employees, parents, students and employer. 4. Shows consistent punctuality and attendance in the chosen career. 5. Shows honesty at all times. 6. Makes and performs ethical decisions. 7.Demonstrates respect for the opinions and beliefs of others. 8. Creates an atmosphere in which timely and high quality communication flows smoothly. 9.Visibly demonstrates care and concern for colleagues, staff, faculty, parents, students and other people. 10. Conveys positive and professional image of work unit to others.

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Appendix G Questionnaire for the Graduates / Respondents Part I. Personal Profile Name: (Optional) Directions: Please put a check in the box that corresponds to your answer. Age: Sex: _____ 20 30 _____ 31 40 ______ Male _____ 41 5 ______ Female _____ 51 60 _____ 61 above Civil Status: Educational Attainment: _____ Single ______ Ph. D. / Ed. D. PPA _____ Married ______ MS/MA with Doctoral Units _____ Widow / Widower ______ MS/MA Degree _____ Annulled / Separated ______ MA / MS Units _____ Others ______ Baccalaureate Degree Relevant Trainings / Seminars Attended: Frequency International ______ Regional National Division _______ Local _______ Eligibility: Rating: ______ PBET ______ ______ LET ______ ______ Civil Service Professional Examination ______ ______ Civil Service Sub-Professional ______ ______ Others ______

Part II. School Related Factors A. Teaching Competencies Base on your experiences, observations and wise judgement , please rate the following aspects related to the school by checking ( ) the column that corresponds to

your intelligent decision.. Please use the following code of response. 5 Strongly Agree 4 Agree 3 Undecided 2 Disagree

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1 Strongly Disagree

Assessments Indicators 5 1. Recognizes multi-cultural background of learners when providing learning opportunities. 2. Creates stress-free environment. 3. Encourages free expression of ideas from students. 4. Delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies. 5. Explains learning goals, instructional procedures and content clearly and accurately to students. 6. Designs learning experiences suited to different kinds of learners. 7. Integrates relevant scholarship works and ideas to enrich the lessons needed. 8. Establishes routines and procedures to maximize instructional time. 9. Provides activities and uses materials which involves students in meaningful learning. 10. Cultivates good study habits through appropriate activities and projects. 11. Creates situation that encourage learners to use high order thinking skills. 4 3 2 1

B. Physical Plant and Facilities The following are statements on the adequacy of the schools instructional facilities and equipments. Please check ( ) the number that best describes your assessment using the following code of response: 5 Very Adequate (VA) 4 Moderately Adequate (MA) 3 Slightly Adequate (SA) 2 Inadequate (I) 1 Very Inadequate (VI)

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Assessments Indicators 5 1. Provides available quantity of tools, apparatus, equipments and facilities. 2. Equips building with emergency fire escapes which are readily accessible from any point of the building. 3. Provides properly marked emergency exits. 4. Maintains toilets and lavatories with facilities separate from men and women. 5. Installs and periodically check electrical line. 6. Maintains a periodic pest control inspection of all school facilities. 7. Provides bulletin of information, waste disposal container and other facilities as located inside the building. 8. Maintains well-lighted and ventilated classrooms. 9. Furnishes all offices with the necessary facilities, equipment and supplies. 10. Provides variety of athletic facilities to supply the standard requirements of the academic program. 11. Provides medical and dental equipment. 4 3 2 1

C. Curriculum and Instruction Please rate the following statements on the relevance of the curriculum and instruction using the same code of response. 5 Very Adequate (VA) 5 Moderately Adequate (MA) 3 Slightly Adequate (SA) 2 Inadequate (I) 1 Very Inadequate (VI)

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Assessments Indicators 5 1. Acquires knowledge of theories based on the field of specialization. 2. Demonstrates skills to carry out the application as strategy in actual work setting. 3. Responds to the needs of the country and recent developments in the profession. 4. Integrates values reflective of national customs, culture and tradition in cases where applicable. 5. Allows the accommodation of students with special needs and assists them to finish the degree. 6. Provides a copy of syllabus and discuss it at the beginning of the class. 7. Stimulates critical and analytical thinking through teaching strategies. 8. Maintains classroom discipline in consonance with democratic practices. 9. Encourages independent work and performance. 10. Designs monitoring system to ensure sufficient class preparation by the faculty. Part III. On Employability and Productivity A. On Employability 1. Job Waiting Time Have you been employed after graduation? Yes No 4 3 2 1

How long did you get your first employment or job after graduation? 0 3 months 4 9 months 10 12 months 1 year and above

How many times did you apply for the work before you were taken in? Once Four Times

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Twice Thrice 2. Job Relevance to Training

Five Times More than five times

Kindly indicate your employment record after finishing the course up to your present position.

Inclusive Date

Establishment/ Agency/ School

Position

Employment Status

Remarks

From: ___ ___ Month Year To: ____ _____ Month Year From: ___ ___ Month Year To: ____ _____ Month Year From: ___ ___ Month Year To: ____ _____ Month Year 3. Employment Status What is your appointment status in your present job? Contractual Temporary

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Substitute Casual

Regular / Permanent

B. On Productivity 1. Readiness of the Graduates to the requirements of the job A. Knowledge of Work Directions: Below are work values of an individual. Indicate the extent with which you apply these values in your work. The options are coded as follows: 5 Very high 4 Moderately High 3 High 2 Low 1 None at all Assessments Indicators 5 1. Thorough knowledge of the job and other related jobs. 2. Performs the requirements of the job in conformity with instruction given. 3. Shows capability in doing more important works. 4.Plans, prioritizes, and organizes work effectively to produce measurable results. 5. Demonstrates a clear understanding of policies and procedures of operation; complies and applies them appropriately. 6. Assesses situations accurately and determines appropriate action. 7. Demonstrates the willingness and competence to work in multiple, functional areas. 8. Identifies and utilizes resources effectively and responsibly. 4 3 2 1

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9.Organizes and maintains work environment to allow for productivity. 10. Maintains appropriate confidentiality and respects the privacy of others.

B. Quality of Work Assessments Indicators 5 1. Maintains accuracy and orderliness in performing job. 2. Manifest commitment and reliability in the completion of tasks. 3. Shows consistent neatness and efficiency to make work favourable 4.Takes a problem- solving approach when faced with challenging or difficult situations. 5. Proposes changes to policies or procedures, where appropriate. 6. Uses sound judgement. 7. Work is thorough, timely and reflects follow- through to completion. 8. Manages difficult and emotional situations effectively. 9. Takes initiative in improving service, processes, programs and products. 10. Responds to requests in a conscientious and timely fashion. C. Quantity of Work Assessments Indicators 5 1. Executes work assignment with desirable results without supervision. 4 3 2 1 4 3 2 1

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2. Handles more than one assignment very satisfactory. 3. Shows ability to complete regular work well within a reasonable time. 4.Collaborates with others to improve the quality and address needs.
5. Builds

and sustains cooperative working relationship.

6. Recognizes strengths and contributions of others. 7. Provides leadership on proj7ects and /or programs. 8. Works cooperatively with people of diverse cultural identities, styles and functional responsibilities. 9. Aligns individual work priorities with departmental and college goals and visions. 10. Exerts a positive influence on others.

D. Work Values and Attitudes

Assessments Indicators 5 4 3 2 1

1. Shows love of work in the chosen field. 2. Performs the responsibility in every assigned task. 3. Manifest cooperation towards co-employees, parents, students and employer. 4. Shows consistent punctuality and attendance in the chosen career. 5. Shows honesty at all times. 6. Makes and performs ethical decisions. 7.Demonstrates respect for the opinions and beliefs of others. 8. Creates an atmosphere in which timely and high quality communication flows smoothly. 9.Visibly demonstrates care and concern for colleagues, staff, faculty, parents, students and other people.

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10. Conveys positive and professional image of work unit to others.

2. Salary Increase How many times have you received salary increases after having earned the units/ finished the degree of the baccalaureate program? Once Two (2) times Three (3) times Four (4) times More than four (4) times Never

Number in years passed since the last increase in salary:

less than a year 1 year but not mre than 2 years 2 years but not more than 3 years Range of salary increase: Below P 1,000 1,000 3,000 3,000 5,000 5,000 7,000 9,000 11,000 3.

3 years but not more than 4 yrs. 4 years but not more than 5 yrs. more than 5 years

11,000 13,000 13,000 15,000 15,000 17,000 17,000 19,000 20,000 above

Number of times promoted How many times have you been promoted to your job after having earned the units/ finished the degree of the baccalaureate program? Once Two (2) times Four (4) times More than four (4) times

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Three (3) times

Never

Number of years passed since the last promotion: less than a year 1 year but not more than 2 years 2 years but not more than 3 years 3 years but not more than 4 yrs. 4 years but not more than 5 yrs. more than 5 years

4. Incentives / Benefits / Privileges Direction: Below are items which influence employees productivity. Kindly check (/ ) the appropriate column which is true to your case: Scale 5 4 3 2 1 Equivalent Always Often Occasionally Seldom Never Description the event / item happens all the time or 100% of the time the event / item happens most of the time 99%-67% of the time. the event / item happens every now and then or 66%-32% of the time the event / item happens rarely or 31% of the time. the event / item never happens or 0% of the time.

Assessments Indicators 5 1. Receives adequate compensation for the corresponding works 2. Enjoys all the benefits given fairly 3. Receives monetary incentives 4. Experiences the privilege for promotion, training, schooling and travelling 4 3 2 1

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5. Receives the right wages standard for rank and file employees 6. Attends conferences, seminars and workshops. 7. Receives awards, honors, recognition for the job well done. 8. Experiences high motivation and given the constructive and/or positive feedback. 9. Receives a fair and just treatment with high morale. 10. Recognizes freedom of expression and respects the opinions and suggestions.

11. Awards / Honors /Recognition Below are the lists of the awards, honors and recognition received. Kindly check ( ) the items given to you on the column beside the citation and indicate the year received.
Year Received Certificate Outstanding Educator/Teacher Loyalty Award Teaching Award Gold Medal Silver Medal Bronze Medal Trophy Token / gifts Teacher Appreciated Plaque Incentive Award General Educator Subjects Award General Teacher Award Unsung Heroes Award Dakilang Guro Award Awards Excellence Award Honors 1st Honors 2 Honors 3 Honors 4 Honors 5 Honors Valedictorian Salutatorian 1 Honorable Mention 2 Honorable Mention 3 Honorable Mention Cumlaude Magna Cumlaude Summa Cumlaude
rd nd st th th rd nd

Recognition Excellence Professional Accomplishment Academic Recognition Extra curricular Achievement Educational Recognition Certificate Extraordinary Accomplishment Scientific Civic Achievement Outstanding Achievement Outstanding Commitment Advance Proficiency Presidential Recognition Scholarship Accomplishment Outstanding Service to Profession & Community Employee Recognition

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Others, please specify: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Thank you very much for your generosity. Godspeed.

MARILYN GUPIT DE GUZMAN

Ed. D. Student/ Researcher

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Appendix H

Validation of Questionnaire Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY Balanga Campus Balanga City GRADUATE SCHOOL January 6, 2012 To whom it may concern: In accordance with the validity of the questionnaire prepared by Marilyn G. De Guzman, a student of Doctor of Education Major in Educational Management particularly on the study entitled Determinants of the Employability and Productivity of Graduates in the Selected Private Colleges of Education in Region III, the undersigned hereby attest that it has been checked and verified.

Items stipulated therein were found sufficient, accurate and in order to the study being conducted. ARIEL A. BONGCO, Ed. D. Coordinator, Graduate School ROLANDO P. MANALIGOD, Ph.D. Associate Director, OSA ELIZABETH A. JOSON, Ed. D. Director, Extension Services Noted: DANILO C. GALICIA, Ph. D. Dean, Graduate School BPSU, City of Balanga

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CURRICULUM VITAE Marilyn Gupit De Guzman

Sacrifice Valley, Hermosa, Bataan 09999901016 / 09164559452 malyn_cathy@yahoo.com

WORK / TEACHING EXPRIENCE COLLEGE DIRECTRESS College of the Most Holy Trinity February 2008 present COLLEGE INSTRUCTRESS College of the Most Holy Trinity 2001 present PRE-ELEM CLASSROOM TEACHER Speech and Language Center Olongapo City 2005 2 Months HEAD TEACHER College of the Most Holy Trinity 1999 2002 HIGH SCHOOL TEACHER College of the Most Holy Trinity 2002 2003 ELEM. CLASSROOM TEACHER College of the Most Holy Trinity Sacrifice Valley 1997 2002 ELEM. CLASSROOM TEACHER Holy Spirit School Bian, Laguna 1993 1997

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EDUCATION POST GRADUATE DOCTOR OF EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT 2008 Present Bataan Peninsula State University City of Balanga GRADUATE DOCTOR OF EDUCATION Virgen Delos Remedios College Olongapo City 2007 2008 MASTER OF ARTS IN EDUCATION Virgen delos Remedios College of Olongapo City 2005 2006 MASTER OF ARTS IN EDUCATION WITH 9 UNITS Philippine Colleges of Health Sciences, Inc. 2001 - Summer COLLEGE BACHELOR OF SECONDARY EDUCATION with 24 units Major in P.E. Columban College Olongapo City 2001 2002 BACHELOR OF ELEMENTARY EDUCATION Saint Bridgets College of Batangas City 1989 1993 SECONDARY OUR LADY OF MERCY HIGH SCHOOL Taysan, Batangas 1985 1989 Outstanding in Religion and Deportment Loyalty Award Fifth Honors Third Honorable Mention ELEMENTARY

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TAYSAN CENTRAL SCHOOL Taysan, Batangas 1984 1985 AWARDS / ACHIEVEMENTS Certificate of Excellence as Speaker, Nang Kamiy Mamulat, Tinimbang Ka, Ngunit Kulang, CPOA Clubhouse, NSTF, Fort Bonifacio, Taguig City , November 8, 2009 Certificate of Appreciation as Moderator, Holy Spirit Apostolic Catholic CurSillo Foundation INC., Sacrifice Valley Hermosa, Bataan, January 20002003 Certificate of Appreciation as Hermana Mayor 2011 of the Immaculate Conception, Saint John The Baptist Seminary Chapel, Sacrifice Valley Hermosa Bataan, December 10, 2011 Medal of Recognition as Hermana Mayor 2011 of St. Maria Virginia, Shrine Ina Poon Bato, Project 7, Edsa, Quezon City Certificate of Participation as Speaker, Seminar in Advance Administrative Thought Applied to Education, Sacrifice Valley Hermosa, Bataan, September 12, 2010.

SEMINARS, WORKSHOPS AND TRAININGS Regional Orientation/ Training on the Implementation of the Electronic Verification Certification Systems EVSC and Other Matters, Holy Angel University, Sto. Rosario, Angeles City, Philippines, 20, October 2011. Annual Teachers Congress Alternative Modes of Assesing Learning, Baliuag University, Baliuag, Bulacan, 24, September 2010 Division Seminar Workshop on Strengthening the MANAGERIAL and INSTRUCTIONAL SKILLS of private school administrators, principals and school heads, August 18-19, 2010

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Division Training Workshop for the Enhancement of Private Elementary School Teachers Bringing out the Best in you, Getting out of the box August 6, 2010 Team Building and Conflict Management: A Key to Effective Performance Bataan Peninsula State University Graduate School Building April 26, May 3 and May 10, 2009. Seminar in Management Control of Educational Institution Perception, Learning and Personality of an Educator April 26 28, 2009 - Bataan Peninsula State University. Annual Student Congress of the Graduate Education Association of Chartered Colleges and University of the Philippines Region III Harnessing ICT in the Delivery of Quality Graduate Education March 7, 2009 - Bulacan State University, Malolos, Bulacan. Annual Teachers Congress Making Pre-service Education Responsive to Basic Education Thrusts September 26, 2008 Angeles City, San Fernando, Pampanga. English Proficiency May 28, 2005 Speech and Language Center, Olongapo City. Reading Literacy Seminar Workshop September 28, 2004 Makati City Regional Seminar on Evaluating and Strengthening Reading September 1617, 2004 Angeles City Public Library Functional Hall. 2002 BEC for Private School Elementary Teachers Basic Education Curriculum A Challenge to Private School Teachers June 30, 2003 Lou-is Restaurant Balanga City World Teachs the Vision of the Leader Seminar Workshop March 16, 2003 ACCM Bldg. Valero St., Salcedo Village Makati City Student Teachers Congress Teaching Approaches for Effective Learning Outcomes February 28, 2003 University of Assumption, City of Fernando BAPS Seminar for School Administrators January 1, 2003 Lou-is Restaurant Balanga City BAPS Seminar in cooperation with Private Secondary School Administrators Association III November 19, 1999 Petron Bataan Refinery Auditorium in Limay, Bataan

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BAPS Conference for School Administrators, August 18, 1998 DECSRO Maimpis, San Fernando, Pampanga FNB Innovative Teaching Techniques and Strategies in Pre-School, Elementary and High School March 5-6, 1996, La Consolacion College, Bian Laguna

Progressive Teaching Strategies October 7, 1995 San Juan de Letran Bucal Calamba, Laguna RELIGIOUS ORGANIZATION / CIVIC P.R.O. International Youth Leader (FISUKKI) Sacrifice Valley Hermosa, Bataan 1996 1997

Auditor International Youth (Auxiliary) Sacrifice Valley, Hermosa, Bataan 1997 - 1999

Chairman International Youth (Auxiliary) Leader (FISVKKI) Sacrifice Valley, Hermosa, Bataan 1999 - 2001

Secretary of the Board of Trustees First International Sacrifice Valley Apostolic Catholic Church (FISVACC) Sacrifice Valley, Hermosa, Bataan 2004 - May 2005

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Vice President College of the Most Holy Trinity Sacrifice Valley, Hermosa, Bataan 2010- present

Philippine Association for Teachers Member 2010 Present

PERSONAL INFORMATION

Eligibility

Philippine Board Exam for Teachers May 28, 1995

Civil Status Date of Birth Place of Birth Nationality Religion Husband Children

: : : : : : :

Married October 16, 1972 Mapulo, Taysan, Batangas Filipino Apostolic Catholic Eladio De Guzman Rowel De Guzman Richard De Guzman Peter John De Guzman Andrew James De Guzman Rachelle De Guzman Mery Elaine De Guzman Mary Angela De Guzman

Fathers Name Mothers Name

: :

Frisco G. Gupit Primitiva F. Gupit (Deceased)

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