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Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 3 (2026)

Employability, Job Satisfaction, and Economic Status Among Teacher Education Graduates: Tracer Study

Richard B. Estrella | Christian S. Candontol | Kristine Joy E. Quindica | Vilma G. Bermoy

Discipline: Education

 

Abstract:

Teacher education graduates often face challenges in translating their academic preparation into stable employment and financial security—an issue that remains understudied in provincial contexts. This study explored the employability, job satisfaction, and economic status of teacher education graduates from BISU–Candijay Campus using a descriptive-correlational design and validated survey measures. Findings revealed that graduates consistently applied their professional competencies, particularly in content knowledge, communication, and classroom management, and generally reported positive job satisfaction across workplace domains. Despite this, many experienced extended delays before securing their first teaching position and faced financial limitations that constrained responsibilities beyond basic needs. Mediation analysis indicated that Skills and Work Values contributed to graduates’ economic well-being only through their influence on Job Satisfaction, underscoring the critical role of supportive and fulfilling work environments in shaping economic outcomes. Overall, the results highlight the interconnectedness of competencies, workplace experiences, and financial stability. The study recommends strengthening career preparation, enhancing professional development systems, and integrating financial literacy initiatives to support the long-term employability and economic resilience of teacher education graduates.



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