Career Outcomes of the Graduates of Master of Arts in Education of Tomas Claudio Colleges and its Contribution to Silver Lining Education in the Province of Rizal

Abstract

This study dealt on the Career Outcomes of the Graduates of Master of Arts in Education of Tomas Claudio Colleges and its contribution to Education in the Province of Rizal. It involved 94 respondents who are purposively selected due to their accessibility, knowledge and experiences which are all related to the study. Questionnaire checklist was used as a research instrument to determine the extent of acquisition to the respondents’ career outcomes with respect to the security of higher position, passing eligibility exam for higher academic position, administrative designation, leadership roles and honors and awards received. Mixed research design was used in the study since both quantitative and qualitative data were secured by the researchers to answer the identified sub-problems.

Findings of the study revealed that majority of the MAEd graduate respondents are 30-39 years of age.  There are more female than males, a number are holders of teacher III position. Most of them are monitoring officers like ASDS, Principals, Head teachers, Master Teachers, and Department Heads. They have attendance in the regional and national level seminars and trainings, and they are from public schools who are teachers and monitoring officers in the elementary level. It further revealed that the graduate respondents of MAEd program perceived that they gained positive career outcomes as proven by the mean of 3.36 interpreted as Acquired. The most perceived Career outcome is security of higher position.  There is no significant difference on the extent of perceived career outcomes of the teacher respondents in terms of age, civil status, academic position, designation, seminars and trainings attended, school assignment and level handled, yet there is significant difference in terms of sex. As to contributions to the province, they mentioned of service as caterers during calamities like typhoons, service in preserving culture and environment, school-community partnerships and resource speakers in programs and projects.  For their suggestions, the first three are student-driven suggestions with knowing students’ interest, background and learning style, ensuring system responsiveness and professional growth through workshops, seminars and other academic undertakings and applying culturally responsive teaching by validating students’ culture and encouraging sharing.

Based on the findings of the study, the conclusion crafted was most of the elicited profile of the teacher respondents have no bearing on the extent of their career outcomes since many of the experience promotion after finishing their MAEd degree, a number passed the NQESH for principal, and skill test for supervisors and they were also designated as department head, grade teacher leader and coordinators of school projects and programs.

The study came up with the following recommendations: Teachers in basic education and in tertiary level may be continuously motivated to push through and finish Master’s program like Master of Educational Management, and may may be encouraged to engage in leadership roles that are not only limited in school level; thus, they may extend services to the community, municipality and provincial level. They may also be encouraged to join different contests, such as research, best teacher contests and others to develop more their confidence and personality.