Chapter I

Introduction

Background of the Study

Tracer study or graduate survey is a survey tool from

graduate/undergraduate institutions, which takes place sometime after

graduation or at the end of the training. It is often designed to track

changes at the individual level, following a development intervention.

It investigates sample individuals who are studied at a given time and

located and studied again at one more successive in their time.

Tracer study is not only intended to know what graduates do

after they graduate. It also helps to evaluate if the schools which is

the main provider of education, produce competent and highly

qualified graduates, that can eventually be employed or can be

competitive in both local and global arena.

A graduate tracer study is a very powerful tool for schools

and institutions. It helps to determine if they effectively help students

to work/career ready after they graduate or if they still need to find

new strategies to deliver lessons and to find more efficient training

that can be helpful in the employment of the students in the future.

1
 The researchers chose this study to emphasize how vital the

role impact of education providers/institutions is in preparing

students for employment through career guidance, etc.

Education is very important for Filipinos, as we believe it is

the most powerful weapon we can use to change our lives or even the

world. Even though, we believe that we acquire knowledge inside

and outside. The researchers believe that schools are primarily the

source of knowledge.

That’s why educational providers/institutions are expected

to provide high-quality education and training for students, to be able

to acquire more employment opportunities.

Nowadays, most employers’ perspectives are that his/her

employees are well-educated. It’s the reason why the researchers

want to determine if the students at the College of Research and

Technology can produce competent and highly qualified graduates.

College for Research and Technology is known for being

one of the campuses in Nueva Ecija that offers affordable tuition fees

but provides high-quality education. It has a state-of-the-art facility,

highly qualified instructors, and it is assessment ready. It offers

different courses like BTVTEd.

2
 The researchers will determine if College for Research and

Technology equipped BTVTEd graduates with the right knowledge,

behavior, attitudes, and even skills for the ability to be successful or

efficient.

Bachelor of Technical Vocational Teacher Education

(BTVTEd) is a four-year teacher education program designed to

equip future teachers with adequate and relevant competencies in

technical and vocational teacher education. It also aims to develop

highly competent and motivated teachers in Technology and

Livelihood Education in the area of specialization.

College for Research and Technology alongside some

stakeholders like TESDA collaborates to ensure that BTVTEd

graduates are competent in different skill competencies like

Bartending, Bread and Pastry, and Food and Beverage. Also, they

have programs in collaboration with the community to develop the

right attitude and behavior.

Last academic year, there were 55 graduates of BTVTE in

College for Research and Technology. The researchers will

determine if College for Research and Technology still keeping track

3
of their BTVTEd graduates and also determine if they’re employed or

not.

The data of this study will be beneficial for the College for

Research and Technology as it will evaluate the graduates using a

survey questionnaire, to determine if they are competent and highly

qualified as teachers or employees.

The data will serve as an evaluation for College for

Research and Technology if they can produce competent graduates

that can excel in both the local and global arena. Also, the data will

help the school to ensure more employability for future BTVTEd

graduates.

4
STATEMENT OF THE PROBLEM

This study aimed to determine the employment information of

Bachelor of Technical Vocational Teacher Education graduates’ batch

2021-2022 of Cabanatuan City College for Research and Technology.

Specifically, it sought to answer the following:

1. How may the demographic profile of respondents be

described in terms of:

1.1 Current Address

1.2 Sex

1.3 Civil Status

2. How may the work-related information of the employed

respondents be described in terms of:

2.1 Name of the Company

2.2 Address of the Company

2.3 Employment Status

2.4 Job Sector

2.5 Company Industry

2.6 Nature of work

5
 2.7 Job Position

2.8 Employment Duration as of the end of January 2023

2.9 Number of Working Days in a Week

3. Is their current job matched to the course they finished?

4. How many of them have taken Licensure Examination for

Professional Teachers?

5. How many of them have a National TVET Training

Certification?

OBJECTIVES OF THE STUDY

The following were the objectives of the study named "Tracer

Study on the Employment Status of Bachelor of Technical

Vocational Teacher Education Graduates Batch SY 2021-2022":

General Objective

To determine the BTVTEd graduate's occupations after their

graduation.

Specific Objectives

 To determine how their learned skills help them.

 To assess the skills they have learned in their course.

 To determine the respondents' demographic profile, such as

current address, gender, and civil status.

6
 To determine the employed respondents' employment status, such

as Name of the Company, Address of the Company, Employment

Status, Job Sector, Company Industry, Nature of Work, Job

Position, Employment Duration as of the end of January 2023,

Number of Working Days in a Week.

 To determine if their occupations are connected to or match the

course they completed.

 To determine if the respondents already take the Board. Licensure

Examination for Professional Teachers.

 To determine if the respondents have a National TVET Trainers

Certificate (NTTC)

7
RESEARCH PARADIGM
INPUT PROCESS OUTPUT
OUTPUT

1. How may the

demographic
profile of
respondents be
described in
terms of:
1.1 Current Address
1.2 Sex
1.3 Civil Status
2. How may the
work-related
information of
the employed Collection and
respondents be Gathering of Data
described in Tracer Study on
terms of:
2.1 Name of the Constructing the Employment
Company Questionnaire
2.2 Address of the
Company
Status of
Distribution and
2.3 Employment
Status Retrieval of Bachelor of
2.4 Job Sector Questionnaires
2.5 Company Technical
Industry
2.6 Nature of work
Tabulation of
2.7 Job Position Data Obtained Vocational
2.8 Employment
Duration as of end Statistical Teacher
of January 2023
2.9 Number of Treatment of Data
Working Days in a Education
Week Interpretation of
3. Is their current
the Result from Graduates Batch
job matched to
the course they the Data Gathered
finished? SY 2021-2022
4. How many of
them have taken
the Board.
Licensure
Examination for
Professional
Teachers? 8
5. How many of
them have a
National TVET
CONCEPTUAL FRAMEWORK

Figure 1, as shown in the research paradigm, explained the

conceptual framework of the study or the IPO Model. The input

included demographic profiles and the work-related data of the

employed respondents. The process included the distribution of the

questionnaire in person, via email questionnaire, Facebook

messaging, Google Form, and statistical treatment of data and

interpretation and analysis, and the output was the employment status

of the BTVTEd Graduate batch 2021-2022.

9
SIGNIFICANCE OF THE STUDY

To the Faculty

This served the teachers, educators, and mentors by

continuously raising the means of students to be competitive and

excel in their respective areas of specialization by cultivating and

advancing academically skilled students who took active

participation in the globally competitive world for service and

international development acquired at the University.

To the Parents

This served as their guidance in supporting and inspiring

their college children to be serious in whatever subject they have

chosen, and parents should also look at their children's long-term

educational careers with great assurance that they would eventually

have a decent job.

To the Institution

10
 According to this survey, majority of their graduates are

working, while others are continuing to study to boost their

employment prospects.

To the Researchers

This research benefited the researchers in gaining an

understanding of the existence of microeconomics in Cabanatuan

City. Furthermore, this study will help them in identifying and

providing associated data concerning unregistered operations, as well

as determining the economic effect of this study.

To the Student

The results of this study served as a wake-up call to the

students enrolled in the course to increase their efforts in preparation

for future jobs and to be qualified to perform their profession.

To the Future Researchers

The outcome of the study is beneficial to neither the present

researcher nor future researchers. This study may be one of the bases

that a new theory in learning will arise.

SCOPE AND DELIMITATION

This study focused solely on graduates of the Bachelor of

Technical Vocational Teacher Education program from the College

for Research and Technology's batch 2021-2022. The study had 30

11
participants. It does not include all graduates since some of our

respondents did not answer the researchers' interview or chat

interview, and their location reported by the registrar is not up to date

because some of our respondents lived near their workplace.

Questioners are utilized to collect data and respond to the study's

questions.

DEFINITION OF TERMS

 BTVTEd Graduate refers to our study that the main topic is

their employment status.

 Casual Present employment status of the respondents which

happens at certain times but not regularly.

 Contractual It refers to the current present employment

status of the respondents who are working with a given

contract by the company.

 Demographic Profile It refers to the following variables,

Civil Status, and location of the respondents.

 Employability refers to matching the training and education

given by CRT to BTVTE graduates.

 Employment Status It refers to the tenure, salary, incentives,

and benefits of the BTVTE graduate Batch 2021-2022.

12
  Job sectors are professional categories that, in total, describe

most careers in the United States. Understanding your career

or intended career’s job sector can empower you with

economic context and help you to understand the goals of

your industry.

 Tracer Study is a type of descriptive research that

investigates graduates who have left the institution after

completing the course or field of specialization.

Chapter II

Review Of Related Literature

LOCAL LITERATURE

Pentang, Jupeth T. (2022)

According to Jupeth T. Pentang [PENT2022], Graduates'

employability indicates the excellent education and relevant

preparation they obtained from their respective degrees. Tracer

studies have enabled higher education institutions to profile their

graduates while also reflecting on the quality of education they

provide. With the foregoing, a tracer study determined the

demographic and academic profile of teacher education graduates

13
from 2017 to 2020 in a state university in the West Philippines. It

also ascertained the advanced studies they attended after college,

their employment data, the relevance of college preparation with their

current employment, difficulties they encountered while securing

employment and in their present job, and recommendations to

strengthen the teacher education program. The study utilized a

descriptive survey research design with 80 non-random samples

chosen based on availability. The survey was based on the Philippine

Commission on Higher Education with modifications elucidated from

previous studies. Results showed that graduates took the teacher

education program with a strong passion for the teaching profession.

More graduates received honors and awards, passed the licensure

examinations for teachers, attended advanced studies for professional

development, and are employable. Besides, the graduates' college

preparation is relevant to their current employment. Further,

difficulties and problems encountered and recommendations to

strengthen the teacher education program were noted. These findings

may serve as a baseline for curriculum review and give suggestions

for future tracer studies.

According to Aljon C. Judila, Melvin S. Rudila, AND Shiela E.

Rubio [JUDI2019], the employability, training, and acquired

14
knowledge and competency skills of Eighty-four (84) BTTE

graduates of Surigao State College of Technology (SSCT) Del

Carmen Campus (Academic Years 2016 – 2018) employed in various

industries and sectors of the Education profession throughout the

country. The findings revealed that Eighty-eight percent of the

graduates are gainfully employed, Ninety percent of which got their

first job seven months after graduation. It can be noted that One

Hundred percent of the graduates were employed one year after

graduation. Skills acquired in college most relevant to the present job

include Basic ICT Skills, Technical Reporting Skills, and Human

Relations Skills. The respondents expressed high satisfaction with the

training they received from their Alma Mater in the overall

performance of their career. The institutional skills assessments on

PC Operation, Computer Hardware Servicing, Multimedia, and

computer programming boost their confidence to manage their work

efficiently and effectively. The respondents strongly agree that

competent faculty members are to be employed and should be

continuously trained. One of the findings shows that a review and

upgrade of the design and curriculum of the BS Information

Technology program should be made to enhance support services

related to the program and help accomplish the objectives of the

15
academe. Further, if made, the review and upgrading of the design

and curriculum will give direction to what can be done especially in

policy formulation, faculty development training, and other important

competency skills training and development to help prepare the IT

students to meet the demand of the job markets.

According to Shirley T. Pamittan [PAMI 2022], the global

demand for work and skills has to be attuned to the emerging

technologies ushered in by Industry 4.0. For a decade now, several

teacher education institutions (TEIs) in the Philippines have

implemented the Bachelor of Technical Teacher Education (BTTE)

program and have produced many graduates. Hence, it is interesting

to explore the whereabouts of these graduates to provide relevant

baseline data on the BTTE program's success in general but

specifically on its responsiveness to the needs of the learning

institutions and to the industries to which it caters. Through

descriptive-correlational design, the study generally examined the

correlates of the employability of the 164 BTTE graduates from a

public university for the academic years (AYs) 2015-2019. Results

revealed that the graduates were employable within 18 months after

graduation in teaching or non-teaching jobs. Moreover, some

personal, family, and academic profile variables significantly

16
correlated with their employability. Interestingly, their employability

is also associated with their Licensure Examination for Teachers

(LET) ratings. Higher ratings yielded a shorter waiting time for

employment after graduation. Results are valuable inputs for policy

and curricular enhancement for the BTTE program.

According to Añasco et. al. [ANAS2021], the researchers

concluded the following based on the findings of the study that most

of the respondents are unemployed. When the respondents for their

reasons for unemployment asked, most said due to Covid-19

Pandemic. This was followed by family concerns and no job

opportunities.

Most of the unemployed graduates’ respondents are in the

minimum wage and the employed respondents’ first job is also

related to the program they took up in college. Based on the findings

of the study, the majority of the graduates did not pursue the teaching

field and the majority of the graduates have TESDA Certifications

which can be used in different paths. There is another considered

agreement to have a physically fit body and follow all the health and

safety protocols in the organization due to the COVID-19 pandemic.

17
FOREIGN LITERATURE

According to Kaijage [KAIJ2020] the study concluded that the

knowledge and skills that the graduates obtained from the university

were relevant to their jobs. But it also suggested that changes should

be made to the program. In South Africa, Stilwell surveyed alumni

perceptions of the post-graduate ILS (Information and Library

Science program at the University of Natal). Critical issues, such as

balancing the human-centered approach with IT, were identified. The

findings of the study indicated that the program achieved its

outcomes because it prepared alumni well for the workplace.

Ocholla’s tracer study of LIS Graduates determined whether the

skills and attitudes they gained during their training at the University

of Zululand applied to their jobs. The results of the study indicate that

graduates obtained sufficient knowledge from the degree program.

According to Khartoum State [KHAR2018], the relevance of

Sudan's technical vocational education and training (TVET) system

in equipping graduates with the knowledge and skills for the labor

force has expanded significantly. Due to a significant reduction in its

natural resources and suitable lands for agriculture, husbandry, and

pastoral activities, Sudan is actively pushing and supporting the

18
diversification of its economy. Sudan's determination to diversify its

economy and labor force will therefore aid it in meeting the demands

of a growing population, especially the high young unemployment

rate of around 25%. The International Labour Organization

(ILO)recognizes that a sustainable path towards strong economic

development is by ensuring that TVET programs in developing

countries are high in quality, accessible to students, particularly in

rural and underserved areas, internationally recognized, and relevant

to the needs of industry. Furthermore, ILO’s research and policy

guidance seeks to improve the quality of apprenticeship training, the

recognition of acquired skills, working conditions, and opportunities

for youth. Within the TVET system, this also includes the necessary

skills for graduates to start their micro-enterprises. It is against this

background that this tracer study of 343 Sudanese TVET graduates

from Khartoum State has been undertaken to provide the

understanding and a benchmark for further research on where skills

development needs to be focused to meet Sudan’s current labor

market demands. Emphasis in the study was placed on the links

between the quality of skills obtained by graduates in TVET

institutions, and the perception and satisfaction of employers and

employees alike. This paper is also part of the ILO Decent Work

19
Team for North Africa’s strategy to strengthen social dialogue

between government, employers, and workers on ways forward with

reforming Sudan’s TVET programs across the nation to create a

system that is more responsive to the human resource and labor

market needs of the country.

This study serves to improve the provision of technical

vocational skills and education development in Sudan, as well as

provide policymakers with preliminary research for the capacity

development of TVET institutions in the country. This study is also

beneficial for international organizations and development agencies,

as it provides insight into the perceived quality of training offered by

the TVET programs in Sudan and whether the skills acquired by

graduates are relevant to the current labor market demands. A

common sentiment expressed by both employers and graduates in the

study is that TVET institutions fail to adequately prepare graduates

for the labor market and that further training is usually required after

graduation. The study further highlights the importance of soft skills

being mainstreamed into TVET institutions to meet labor market

demands. These include computer, communication, and interpersonal

skills. The findings also illustrate that there may be a mismatch

between the skills that graduates possess and the areas of available

20
work, with many of the employed graduates stating that they were not

working in the field of their study. This further suggests that the

curriculum offered to students in TVET institutions may not be

aligned with labor market demands. More so, the findings point to the

need of strengthening employer engagement, improving Sudan’s

labor market information system, and providing enhanced career

guidance and counseling to youth. In addition, the study finds that the

skill mismatch found among graduates from TVET institutions

indicates that it is not only the result of a deficiency on the supply

side or at the government level, but the responsibility also lies with

employers, particularly in the private sector. Improving this will

require coordinated efforts between several sectors and society at

large to address the present imbalance and enforce the creation of

decent jobs with clear career pathways and fair contracts for TVET

graduates. Finally, further research is required in this area to provide

a more accurate analysis of the school-to-work transition of TVET

graduates in Sudan. To do so, this will not only require governmental

backing but also a more comprehensive geographical analysis and the

support and assistance of TVET institutions in providing information

as well as employer participation.

21
 According to Finch and Crunkilton [CRUN2018] state that the

purpose of tracer studies is to find out alumni mobility, how satisfied

alumni are with their work, employers’ views on alumni

performance, and more importantly, find out how far educational

programs have prepared alumni to develop further careers (Finch &

Crunkilton, 1979). Halasz and Behm (1982: 9) say that the purpose of

tracer studies is for program planning, decision-making, professional

development, program improvement, accountability, and

accreditation (Halasz & Behm, 1982). The implementation of tracer

studies can also be used as a basis for future planning activities

related to improving educational services and programs. The

importance of tracer study makes the need for information on career,

status, income, the relevance of knowledge and skills, and the

conditions of study of graduates needed. Tracer study data is very

important for the continued development and improvement of higher

education institutions (Suryani, Khairudin, & Syahmaidi, 2017).

Tracer study as mentioned in the Dikti Career Center Guidebook

can be carried out between 1-3 years after students graduate. Within

that timeframe, alumni are considered to have sufficient experience

and competence in work as well as sufficient knowledge about the

world of work (Ditjen Belmawa, 2016; Budi & Dinan, 2017). In the

22
ITB Tracer Study Report Book (2014: 14) it is mentioned that tracer

studies can also be carried out for alumni 4-5 years after graduation

but are only looking for information, identifying the development

patterns of alumni work (ITB, 2014). However, if carried out for

longer than 3 years after graduation, the tracer study conducted has

weaknesses. If this study is conducted immediately after graduation,

this study is called an exit study. But the exit study cannot optimally

capture the entire work transition process because, in a period that is

too short after graduating, it is likely that the work situation has not

been stable or there may even be graduates who have not found work.

The relevance of education, in the Accreditation Guide, is the

level of relevance of objectives and program outputs in terms of the

normative ideal size supported by the determination of input, process,

and output elements. Relevance of education means there is a match

in the form of a link and match education is by the needs of the

community. Education is always considered the main element in the

development of Human Resources (HR). HR will be seen as valuable

if it has attitudes, behaviors, insights, abilities, expertise, and skills

that are appropriate to the needs of the community. Thus, the

relevance of this education seems to always be related to the level of

suitability of education with the work of alumni. This can be seen

23
from the job profile, position/workload, salary level, and courses that

are useful/support the work of alumni in the world of work.

The relevance of higher education for students is related to

alumni who will adjust to and participate in the world of work. The

relevance of this education can be understood as a dynamic concept

and multi-dimensional opportunity. As Soesilo & Setyorini (2005)

states three things, namely: (1) Relevance is a multidimensional

cognitive concept whose meaning is largely dependent on users’

perceptions of information-need situations; (2) Relevance is a

dynamic concept that depends on users’ judgments of the quality of

relationships between information and information-need at a certain

point in time; and (3) Relevance is a concept if approached

conceptually and operationally from a user’s perspective (Soesilo &

Setyorini, 2005). The absorption of alumni by the world of work

certainly depends on the quality of graduates formed by the

integration of the skills, knowledge, and competencies of the

graduates. Quality, relevance, and competence are the three aspects

of higher education that are always interrelated with one another. The

three also contributed directly to increasing the nation’s

competitiveness in the aspect of HR. Increasing the relevance of

24
these tertiary institutions should always be a serious concern and be

part of an overall university quality assurance system.

There are no studies that trace the track record of FUAD IAIN

Pekalongan Alumni. A study on alumni of IAIN Pekalongan was

conducted by Agus Arwani, et al (2015). The study focused on

examining the contributions of alumni of Islamic Banking and

Islamic Economics, not yet examining aspects of the curriculum and

its relevance to the world of work (Arwani, 2015). This is certainly

different from this study which will focus on examining the

perceptions of FUAD alumni of the curriculum and its relevance to

the world of work.

Nurchamid (2017), then, described the management of alumni

at the STAIN Pekalongan level and explored all forms of

contributions and roles that were given by the Tarbiyah STAIN

Pekalongan alumni. He classified the role of alumni into 2 fields

namely related to academic and non-academic fields. These

contributions include the role of Alumni in updating the curriculum,

continuing education, and developing the customer satisfaction index

(Nurchamid, 2017).

25
 Chapter III

Research Methodology

This chapter discusses the methods employed to carry out this

research.

RESEARCH DESIGN

The researchers made use of Quantitative Research.

Quantitative research systematically investigates phenomena by

26
gathering quantifiable data and performing statistical, mathematical,

or computational techniques. Quantitative research collects

information from existing and potential customers using sampling

methods and sending out online surveys, online polls, and

questionnaires, for example.

SAMPLE AND SAMPLING

The researchers considered as many respondents as possible

in their research. This study employed the availability sampling

approach, in which the researchers sought and contacted respondents

by personal interview and e-mail. However, some individuals chose

not to participate in this survey for personal reasons. Only individuals

who were accessible and willing to participate in the survey were

deemed respondents.

Listed below is the number of respondents in each batch.

Table 3.1
Respondents of the Study
Batch No. of Respondents Available Respondents
2021-2022 50 30
Total 50 30

RESEARCH INSTRUMENT

27
 A questionnaire was employed to present and collect as much

information and relative evolution as possible. This strategy

employed surveys and interviews. The tools that the researchers

utilized were discussed. The primary data collection instrument for

this study was a questionnaire. It was broken into two parts: the

profile and the questionnaire itself. The profile includes respondents'

socio-demographic data such as name, age, gender, and civil status.

The researchers collected data through in-person distribution,

email questionnaires, Facebook chatting, and phone calls. The

researchers set a specified time to locate the respondents in their

houses based on the address to which the registrant was supplied. For

various reasons, email questionnaires and Facebook messages were

used instead of in-person distribution.

Respondents were also asked to consider the questions in their

replies, resulting in more accurate information. Because it can be

sent, it can also alleviate the problem of regional constraints. The

instrument was created with the study's aims in mind. The instrument

was made up of many pieces that assisted the researchers in

collecting the necessary data for the study.

RESEARCH LOCALE

28
 This study was thus conducted at selected address of the

BTVTEd graduate batch 2021-2022.

Figure 3.2. Research Locale

DATA GATHERING PROCEDURE

The researchers created a questionnaire to collect information

about the respondents' job situations. But first, the researchers

requested a list of the BTVTEd batch 2021-2022 from the registrar.

This helped in locating the graduates in the directory. The researchers

also utilized social media sites like Facebook and Messenger to reach

out to respondents who could not be interviewed in person and to

conveniently contact the target respondent.

STATISTICAL FORMULA USED

29
 The percentage and frequency methods were employed to

statistically treat data in this study. The frequency of the respondents'

demographic and job profiles was calculated by the researchers. The

frequency was calculated by summing all the respondents' responses

to a certain question. The percentage was calculated by dividing the

frequency by the total number of respondents and multiplying by

100% (frequency/total number of respondents x 100%). For example,

21 are employed, while the total number of respondents is 23

multiplied by 100%, resulting in all respondents being employed

21/23 x100% total of 100%.

Chapter IV

Results and Discussion of Results

This chapter presents the discussion and interpretation of

findings obtained from the respondents of this study.

PART I. Socio-Demographic Profile of the Respondents (Sex)

Table 4.1.1

Sex of the Respondents

Sex Frequency Percentage

Male 10 33.33

Female 20 66.67

30
 TOTAL 30 100

Table 4.1.1 shows the frequency distribution of the

respondents according to their sex where females got the highest

percentage of 67 or a frequency of 20. This means that social

attitudes to the expansion of women in tertiary education and the

changing status of tertiary-educated women in society and the

workplace have also influenced the rise of women in higher

education. Countries where citizens highly value a university

education for girls are also more likely to have a greater enrolment

of women among tertiary students. (Stoet and Geary 2020).

PART I. Socio-Demographic Profile of the Respondents (Civil

Status)

Table 4.1.2

Civil Status of the Respondents

Civil Status Frequency Percentage

Single 27 90

Married 3 10

TOTAL 30 100

31
 Table 4.1.2 shows the frequency distribution of the

respondents according to their civil status where singles got the

highest percentage of 90 or a frequency of 27. This means that the

college life of single students is much easier on different levels as

compared with the college life of married students. Most people are

the assumptions that when married and in college, your social life

will go down the gutter. While this is true to some extent, it paints a

bad picture of the whole idea of marrying while in college. For a

college-going single student and a college-going married student,

their chances of learning are all the same. The difference, however,

comes in with issues of residence, social life, hardships, university

experience, and issues of finance. When these issues are compared

between a married and single college-going student, the fact

remains that being single while in college offers a lot of

opportunities to the student. The college life of single students is

generally less stressful compared to the college life of married

students. (Alvarez 2020)

PART I. Socio-Demographic Profile of the Respondents (Age)

Table 4.1.3

Age of the Respondents

32
 Age Frequency Percentage

20-25 years old 20 67

26-30 years old 7 23

31-35 years old 3 10

TOTAL 30 100

Table 4.1.3 shows the frequency distribution of the

respondents according to their age where 20-25 years old got the

highest percentage of 67 or a frequency of 20. This means that the

average for those graduating with a bachelor's degree is around 20-25

years old, however, most people graduate with a bachelor's degree at

22 years old. (Moore 2022)

PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

Table 4.2.1

Employment Status

Employment Status Frequency Percentage

Contractual 6 20

Probationary 2 6.67

33
 Permanent or regular 4 13.33

Unemployed 18 60

TOTAL 30 100

Table 4.2.1 shows the frequency distribution of the

respondents according to their employment status where it shows

that the total number of respondents for this part is 30 which is

parallel to the findings that only 12 out of 30 respondents are

employed.

It can be seen in the findings that 6 respondents or 20

percent are contractual. This means that hiring becomes much more

flexible when working with contract workers. You can bring in new

staff quickly, often with less red tape than if you were hiring a

permanent employee. At the same time, this flexibility in hiring also

protects your core staff. You maintain your employee headcount

year-round by only bringing on contract workers during peak times.

And in structuring your hiring this way, your contract employees can

also feel more secure in their positions. (George 2021)

PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

34
 Table 4.2.2

Job Sector

Job Sector Frequency Percentage

Public or Government 1 3.33

Private Company 11 36.67

Unemployed 18 60

TOTAL 30 100

Table 4.2.2 shows the frequency distribution of the

respondents according to their job sector where it shows that the

total number of respondents for this part is 30 which is parallel to the

findings that only 12 out of 30 respondents are employed.

It can be seen in the findings that 11 respondents or 36.67

percent work in private companies. This means that the private

sector tends to be more efficient than the public sector because the

private sector is primarily profit-driven. Thus, private businesses hire

people based on their skills and capabilities because their

productivity is more valuable. On the other hand, the public sector is

more valuable. (Williams 2023)

35
PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

Table 4.2.3

Company Industry

Company Industry Frequency Percentage

Sales and Marketing 2 6.67

Education and Training 3 10

36
 Admin and Human 1 3.33

Resources

Arts, Media, and 1 3.33

Communications

Model Industry 1 3.33

BPO 2 6.67

Agriculture 1 3.33

Food Manufacturer 1 3.33

Unemployed 18 60

TOTAL 30 100

Table 4.2.3 shows the frequency distribution of the

respondents according to their company industry where it shows

that the total number of respondents for this part is 30 which is

parallel to the findings that only 12 out of 30 respondents are

employed.

It can be seen in the findings that 3 respondents or 10

percent work in education and training. This means that the type of

work experience you’ll need will depend on the career path you want

to take. For example, if you want to complete a postgraduate teacher

training qualification, you’ll need to have experience working with

37
children, preferably in the school environment. This will show that

you understand the role and are committed to a teaching career.

Contact schools directly to ask for work experience, observe classes,

or shadow teachers. Find out more about volunteering in schools.

If you want to work in another area of education, there are

many types of work experience available. For example, you could

volunteer at a local education, sports, community, or youth center to

gain some experience in working with children and organizing group

activities. It may also help you increase your knowledge of

educational issues. You could also become a private tutor or

volunteer at playgroups and summer camps.

If you decide to move away from a career in education, think

about what areas of work interest you and use tools such as Match to

help you decide what type of career you’d be suited to. Then try to

match potential work experience opportunities to that role.

Look out for work placements and voluntary opportunities

advertised via your university career service, on company websites,

and through the specialist press. Use these opportunities to discover

whether you suit the work and build up a network of contacts.

(Wilkinson 2020)

38
PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

Table 4.2.4

Nature of Work

Nature of Work Frequency Percentage

Teacher and Training 3 10

Administration 2 6.67

Operation 2 6.67

39
 Cashier 2 6.67

Pageantry 1 3.33

Customer Service 2 6.67

Unemployed 18 60

TOTAL 30 100

Table 4.2.4 shows the frequency distribution of the

respondents according to their nature of work where it shows that

the total number of respondents for this part is 30 which is parallel to

the findings that only 12 out of 30 respondents are employed.

It can be seen in the findings that 3 respondents or 10

percent work as teachers and in training. This means that teaching is

one of the most direct ways to make an impact, and if you are driven

by the desire to help those around you, being a teacher is an

invaluable contribution. Also, there is a demand for teachers in this

country, and a person is called to become a teacher in response to that

need. (Johnson 2021)

PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

Table 4.2.5

40
 Employment Duration

Employment Duration Frequency Percentage

Below 1 year 1 3.33

1-2 years 11 36.67

Unemployed 18 60

TOTAL 30 100

Table 4.2.5 shows the frequency distribution of the

respondents according to their employment duration where it shows

that the total number of respondents for this part is 12 which is

parallel to the findings that only 12 out of 30 respondents are

employed.

It can be seen in the findings that 11 respondents or 36.67

percent are working for 1-2 years. This means that graduates took

longer to get employed while the foremost reason for non-

employment was family concerns. It was further identified that the

qualifications set by the agency/institution applied to the topmost

challenge/ problems encountered by the graduates. (Refugia 2021)

PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

41
 Table 4.2.6

Board. Licensure Examination for Professional Teachers

(BLEPT)

LET Frequency Percentage

Yes 5 16.67

No 25 83.33

TOTAL 30 100

Table 4.2.6 shows the frequency distribution of the

respondents according to the number of takers on the Board.

Licensure Examination for Professional Teachers (BLEPT) which

shows that the total number of respondents for this part is 30 which is

parallel to the findings that only 5 out of 30 take the Board. Licensure

Examination for Professional Teachers (BLEPT).

It can be seen in the findings that 20 respondents or 83.33

percent did not take the Board. Licensure Examination for

Professional Teachers. This means that some education graduates

choose not to take the BLEPT after graduation due to various factors

such as alternative career opportunities outside of teaching, limited

job prospects in the teaching profession, personal preferences and

aspirations, unfavorable working conditions, financial constraints,

42
lack of confidence or preparedness, alternative career paths within

education, personal circumstances and priorities, dissatisfaction with

the education system, and the desire for career flexibility and

exploration. (Gardon 2020)

PART II. TRACER STUDY OF THE EMPLOYMENT STATUS

OF THE BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION BATCH 2021-2022

Table 4.2.7

National Technical and Vocational Education Trainers

Certificate (NTTC)

NTTC Frequency Percentage

Yes 10 33.33

No 20 66.67

43
 TOTAL 30 100

Table 4.2.7 shows the frequency distribution of the

respondents according to number takers National Technical and

Vocational Education Trainers (NTTC) which shows that the total

number of respondents for this part is 30 which is parallel to the

findings that only 10 out of 30 take the NTTC Certification.

It can be seen in the findings that 20 respondents or 66.67

did not have a NTTC Certificate. This means an NTTC can only be

given once a particular person has already passed the Trainers

Methodology assessment which will entitle them to a Certificate of

Competency in Delivering Training Session (COC1), Certificate of

Competency in Conducting Competency Assessment (COC2), and a

Trainers Methodology Certificate (TMC). However, not all schools

are offering Trainer's Methodology assessment. (Magalong 2023).

44
 Chapter V

Summary of Findings, Conclusion, and

Recommendations

This chapter presented the summary of findings of

Educational Research based on the indicated data set forth the

statement of the problem, thus every table provides an analysis and

interpretation with conclusions drawn for further recommendation.

SUMMARY

45
 This study aimed to determine the general profile and the

employment status of the respondents who are the graduates of

Bachelor of Technical Vocational Teacher Education Batch 2021-

2022 which includes all the necessary variables like present location,

civil status, present employment status, nature of industry, time of

stay on their first job and preferred work. The focus of this study is to

show if the respondents are employed or not, as well as their future

career plans.

GENERAL PROFILE

1. Demographic Profile of Respondents

Based on the study of Bachelor of Technical

Vocational Teacher Education In batch 2021-2022 there are

more females than males. Also, according to their civil status,

there are more single than married.

2. Employment Status of Respondents

Based on findings that only 12 out of 30 respondents

are employed. Most of the respondents are contractual than

regular and probationary.

3. Job Sector of the Respondents

Most of the respondents choose to work in private

companies than public or government institutions.

46
 4. Company Industry of the Respondents

Most of the respondents are working in the education

industry and some of them are in sales marketing, admin and

human resources, arts, media, communications, model

industry, business process outsourcing (BPO), agriculture,

and food manufacturing.

5. Nature of Work of the Respondents

Most of the respondents are in teaching and training

and some administration Cashier, pageantry, and customer

service.

6. Employment Duration of the Respondents

Most of the respondents have been working for 1-2

years and other has been working for below 1 year.

7. Licensure Examination for Teachers (LET)

Only 5 have already taken Licensure Examination for

Teachers.

8. National TVET Trainor’s Certificate

Only 10 have National TVET Trainor’s Certificate.

CONCLUSIONS

Based on the findings of the study, the following conclusions

were drawn:

47
1. Most of our respondents work in the education industry.

However, some graduates work in other industries such as sales

marketing and business process outsourcing (BPO).

2. Most of the respondents are contractual and others are regular and

probationary.

3. Most respondents work in private companies rather than public or

government institutions.

4. Most of their work is related to their course, however, some

graduates have work that is not related to their course.

RECOMMENDATIONS

Based on the findings and conclusion of the graduate’s

employability, A tracer study of Bachelor of Technical Vocational

Teacher Education the researchers recommend the following.

1. BTVTE graduates must update their employment status to the

institution for the tracking of their employment status every time

there are changes in their career development.

48
2. The institution must do a system to track their graduates'

employment status. The institution should make a data sheet for

graduates. The graduates will fill out the datasheet before getting

their requested credentials.

3. The students must have a National Technical and Vocational

Education and Training Trainers Certificate (NTTC).

4. The graduates must take the Board. Licensure Examination for

Professional Teachers (BLEPT). as long as they’re ready. because

there are many opportunities await them when they pass the

Board. Licensure Examination for Professional Teachers

(BLEPT).

5. To future researcher who wants to conduct the same study, you

may include the next batch of BTVTEd graduates to make more

progress in this study.

BIBLIOGRAPHY

Book (Offline)

1. Añasco, Jessica (2022). Tracer Study of BTTE Graduates for the

School Years 2018-2021: Employment and Working Conditions the
Pandemic (pp 9). Copyright 2022

Online

49
1. Alvarez, Rick (2020). The Pros and Cons: Comparing College Life
for Single and Married Students.
Online Retrieved From: https://studymoose.com/my-college-
life-essay. on May 23, 2023

2. Deming, Elton (2020). Graduate Tracer Study Application Review

of Related Literature.
Online Retrieved From: https://www.inettutor.com/source-
code/graduate-tracer-study-application-review-of-related-
litetrature/ on May 23, 2023

3. George, Wally (2021). The benefits of hiring contract workers.

Online Retrieved Form:
https://energyresourcing.com/blog/benefits-hiring-contract-
workers on May 26, 2023

4. Igcasama, Alma Mae. (et al 2017). Factors Affecting the Licensure

Examination for Teachers (LET)
Performance of Saint Michael College of Caraga from 2017-
2019.
From: https://ejournals.ph/article.php?id=16579 on June 2,
2023

5. Judila, Aljhon (et al 2019). A Tracer Study on BTTE Graduates.

Online Retrieved From:
https://www.scribd.com./document/44276530/A-Tracer-
Study-on-Btte-Graduates. on May 27, 2023

6. Khasanah, Ugasah. (2019). Tracer Study as an effort to improve

higher Islamic education quality and relevance.
Online Retrieved From:
https://www.attarbiyah.iainsalatiga.ac.id/index.php/attarbiyah/
on May 24, 2023

50
7. MISA (2021). Trainer’s Methodology.
Online Retrieved From:
https://misaskills.wordpress.com/tag/national-tvet-trainers-
certificate.

8. Moore, Kelsey (2022). At what age do people usually graduate

from college?
Online Retrieved From: https://www.quora.com/At-what-age-
do-people-usually-graduate-fromcollege#:~:text=The
%20average%20age%20of%20people,and%20your%20field
%20of%20study. on June 8, 2023

9. Pamittan, Shirley. (et al 2022). Correlates of Employability among

the Bachelor of Technical Teacher Education Graduates of Philippine
Public University.
Online Retrieved From:
https://www.ijlter.org/index.php/ijlter/article/view/5137. on
June 8, 2023

10. Pentang, Jupeth. (2022). Tracer Study of Teacher Education

Graduates of Western Philippines University– Puerto Prinsesa
Campus: Basis for Curriculum Review and Revision.
Online Retrieved From:
https:/ijmaberjournal.org/index.php/ijmaber/article/view/345.
on June 8, 2023

11. Sorkati, Adefemi. (2016). A Tracer Study of Technical

Vocational Education and Training Institute Graduates.
Online Retrieve From:
https://attarbiyah.iansalatiga.ac.id/index.php/attarbiyah/article
/download/3427/1311 on June 7, 2023

12. William, Johnson 2023. Public and Private Sector.

51
 Online Retrieved From:
https://homework.study.com/explanation/why-is-the-private-
sector-more-efficient-than-the-
public.html#:~:text=Answer%20and%Explanation%3A,their
%20productivity%20is%20more%20valuabl
https://homework.study.com/explanation/why-is-the-private-
sector-more-efficient-than-the-
public.html#:~:text=Answer%20and%Explanation%3A,their
%20productivity%20is%20more%20valuable.e. on June 6,
2023

13. Wilkinson, Elly 2020. Work Experience.

Online Retrieved From: https://www.prospects.ac.uk/careers-
advice/what-i-can-do-with-my-degree/education on June 6,
2023

APPENDICES

APPENDIX B- Questionnaire

PART I. Socio-Demographic Profile of the Respondents

Instruction: Please check the box that best corresponds to your
answer for each question below.

Name (optional): _______________________________

52
Current Address: _______________________________
Sex: ___ Male ___ Female
Civil Status: ___ Single ___ Married
Employment Status: ___ Employed ___ Unemployed

PART II. Tracer Study of the Employment Status of the

Bachelor of Technical Vocational Teacher Education Batch 2021-
2022
Instructions: Check one of the options to the right of each item to

indicate your response.

Name of the Company _____________

Company Address _____ ____________

2.1 Employment Status

o Contractual
o Probationary
o Permanent or Regular
o Others, please specify: _________________

2.2 Job Sector

o Public or Government
o Private Company

2.3 Company Industry

o Accounting and Finance
o Admin and Human Resource
o Arts, Media, and Communications
o Building and Construction
o Computer and Information Technology
o Education and Training
o Healthcare and Pharmaceutical
o Hotel, Restaurant, and Services
o Legal Services
o Manufacturing
o Sales and Marketing
o Engineering and Sciences
o Others, please specify: _____________

2.4 Nature of Work

o Teacher/Instructor

53
o Accounting
o Administration
o Human Resource
o Operation
o Technical Support
o Maintenance
o Sales and Marketing
o Others, please specify: ____________

2.5 Job Position/Title ____________________

2.6 Employment Duration as of the end of March 2023

o Below one year
o 1 year to 2 years
o More than 2 years to 3 years
o More than 3 years to 4 years
o More than 4 years

2.7 Number of Working Days in a Week _______

2.8 Have you taken the Board Licensure Examination for

Professional Teachers?
o Yes
o No

2.9 Do you have a National TVET Trainers Certificate?

o Yes
o No

APPENDICES C

DOCUMENTATION

54
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

TERTIARY: College for Research and

Technology of Cabanatuan
Address: Burgos Avenue, Cabanatuan
City
Degree Program: Bachelor of
Technical Vocational Teacher Education
Major in Food Service Management
55
SECONDARY: College for Research
DENVER Y. RAZON and Technology of Cabanatuan
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

TERTIARY: College for Research and

Technology of Cabanatuan
Address: Burgos Avenue, Cabanatuan
City
Degree Program: Bachelor of
Technical Vocational Teacher Education
Major in Food Service Management
56
SECONDARY: Saint Cristopher
ERICA S. TOBIAS Academy
Address: Licab, Nueva Ecija
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

TERTIARY: College for Research and

Technology of Cabanatuan
Address: Burgos Avenue, Cabanatuan
City
Degree Program: Bachelor of
Technical Vocational Teacher Education
Major in Food Service Management
57
SECONDARY: Alternative Learning
JOSE A. AQUINO JR. System
Purok Caballero, Brgy. Address: Bgry. Camp Tinio,
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

TERTIARY: College for Research and

Technology of Cabanatuan
Address: Burgos Avenue, Cabanatuan
City
Degree Program: Bachelor of
Technical Vocational Teacher Education
Major in Food Service Management

SECONDARY: Constancio Padilla 58

NICOLE B. GRAGEDA National High School
1229 Brgy. Malasin, San Jose Address: San Jose City, Nueva Ecija
59