Employer-Based Evaluation on Workplace Performance of Master of Arts in Education Graduates
DOI:
https://doi.org/10.64612/ijiv.v2i7.132Keywords:
employer evaluation, workplace performance, Master of Arts in Education, graduate employability, higher educationAbstract
This study determined the workplace performance of Master of Arts in Education (MAEd) graduates through employer feedback. A descriptive research design was utilized, using a validated 28-item survey questionnaire administered to the school heads, supervisors, and deans who directly supervised the 130 graduates. The instrument was crafted to measure graduates’ performance in four dimensions like theoretical and practical knowledge, trainability, work attitude, and professional credibility. Descriptive statistics and nonparametric tests, specifically the Mann–Whitney and Kruskal–Wallis tests were used in this study. Results revealed that graduates’ performance exceeded the minimum standard required for teachers across all dimensions, reflecting high degree of competence for professional roles in education. MAED graduates significantly differed in their over- all level of workplace performance in terms of sex profile while graduates employed in Higher Education Institutions (HEIs) and Basic Education and in terms of their position did not significantly differ in their workplace performance.
References
Ademi, N., & Loshkovska, S. (2025). Gender impact on performance in adaptive learning settings: Insights from a four-year university study. Education Sciences, 15(6), 771. https://doi.org/10.3390/educsci15060771
Belasen, A. T., & Belasen, A. R. (2024). Signaling trust during disruptions: Perceived gender differences in trustworthy leadership traits. Gender in Management, 40(2). https://doi.org/10.1108/GM-04-2024-0187
Braxton, S. N. (2023). Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements. The International Journal of Information and Learning Technology, 40(5), 373-387. https://doi.org/10.1108/IJILT-10-2022-0206
Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117–134. https://doi.org/10.1016/j.obhdp.2005.03.002
Byrne, C. (2022). What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment. Studies in Higher Education, 47(1), 159-176. https://doi.org/10.1080/03075079.2020.1735329
Dagunduro, A. O., Ajuwon, O. A., Ediae, A. A., & Chikwe, C. F. (2024). Exploring gender dynamics in the workplace: Strategies for equitable professional development. Comprehensive Research and Reviews in Multidisciplinary Studies, 2(1), 1–8. https://doi.org/10.57219/crrms.2024.2.1.0035
Dirks, K. T., & Ferrin, D. L. (2002). Trust in leadership: Meta-analytic findings and implications for research and practice. Journal of Applied Psychology, 87(4), 611–628. https://doi.org/10.1037/0021-9010.87.4.611
Fantinelli, S., Cortini, M., Di Fiore, T., Iervese, S., & Galanti, T. (2024). Bridging the gap between theoretical learning and practical application: A qualitative study in the Italian educational context. Education Sciences, 14(2), 198. https://doi.org/10.3390/educsci14020198
Guo, R., Jantharajit, N., & Thongpanit, P. (2024). Enhancing analytical and critical thinking skills through reflective and collaborative learning. Journal of Education and Educational Development, 11(2), 200–223. https://doi.org/10.22555/joeed.v11i2.1166
Jackson, D., & Tomlinson, M. (2026). Employer perspectives on professional identity and its role in graduate recruitment. Studies in Higher Education, 1-20. https://doi.org/10.1080/03075079.2026.2616618
Keravnos, N., & Keravnos, P. (2024). Development and implementation of problem-solving systems in the workplace: The role of human resource management. International Journal of Research in Human Resource Management, 6(2), 125–131. https://doi.org/10.33545/26633213.2024.v6.i2b.207
Lin, C. P. (2026). Developing problem-solving efficacy and job performance: Moderation of knowledge-oriented leadership. International Journal for Educational and Vocational Guidance, 26(1), 429-449. https://doi.org/10.1007/s10775-024-09700-8
Njenga, M. (2023). Teacher participation in continuing professional development: A theoretical framework. Journal of Adult and Continuing Education, 29(1), 69-85. https://doi.org/10.1177/14779714221123603
Organisation for Economic Co-operation and Development. (2023). OECD Skills Outlook 2023: Skills for resilient green and digital transitions. OECD Publishing.
Osman, I., Ibrahim, A., Mohd, I. H., Mohd Hashim, M. J., & Ahmad, N. N. (2025). Graduate soft skills and employability in Malaysia: The view of employers from different manufacturing companies. Social and Management Research Journal (SMRJ), 22(1), 1-16. https://doi.org/10.24191/smrj.v22i1
Paustian-Underdahl, S. C., Smith, C. E., & Hall, A. V. (2024). Gender and evaluations of leadership behaviors: A meta-analytic review of five decades of research. The Leadership Quarterly, 35(6), 101822. https://doi.org/10.1016/j.leaqua.2024.101822
Rodelas, A. N. (2026). From employability skills to workplace performance: The mediating role of career adaptability in employer evaluations of student trainees. Journal of Interdisciplinary Studies in Education, 15(4), 379-398. https://doi.org/10.32674/0mx88210
Schaerer, M., du Plessis, C., Nguyen, M. H. B., & van Aert, R. (2023). On the trajectory of discrimination: A meta-analysis of gender and hiring decisions. Organizational Behavior and Human Decision Processes, 179, 104280. https://doi.org/10.1016/j.obhdp.2023.104280
Shek, D. T., Chau, G. C., & Lee, B. M. (2025). Development of 21st-century skills: A comprehensive analysis based on the OECD learning compass 2030. In Promoting Holistic Development in University Students (pp. 89-118). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-96-0251-3_4
Škrinjarić, B. (2022). Competence-based approaches in organizational and individual context. Humanities and social sciences communications, 9(1), 1-12. https://doi.org/10.1057/s41599-022-01047-1
Souza, J. D. F. (2024). UNESCO, World Bank, and OECD: global perspectives on the right to education and implications for the teaching profession. Educar em Revista, 40, e94756. https://doi.org/10.1590/1984-0411.94756-T
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., ... & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Tushar, H., & Sooraksa, N. (2023). Global employability skills in the 21st century workplace: A semi-systematic literature review. Heliyon, 9(11). https://doi.org/10.1016/j.heliyon.2023.e21023
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Riza Stephanie A. Alfaras, Marfy M. Cabayao, Grenny I. Jungco, Cristyflor E. Noquilla, Jackielee A. Anacleto
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
