School Administrators’ Assessment of the Performance of Teacher Education Graduates: A Mixed Method Study
Edwin A. Acain | Cristy Q. Efondo
Discipline: Education
Abstract:
This study aimed to investigate the school administrators' assessment of the performance of
teacher education graduates and identify areas requiring further exploration. Using an explanatory
sequential mixed methods design, the quantitative phase involved a random selection of respondents from
private and public schools in Davao City, while the qualitative phase included purposively chosen
participants for in-depth interviews. Data were collected using adapted survey tools and interview guides,
with mean and standard deviation used for quantitative analysis and coding and thematic analysis for
qualitative data. Results showed high satisfaction levels among school administrators. The qualitative phase
provided deeper insights into these findings, highlighting key themes. Regarding soft skills, themes included
time management, student-centered support, communication, and a collaborative work environment. For
hard skills, themes encompassed leadership, task completion, subject mastery, instructional design, and
professional development. The study suggests that academic institutions should enhance support systems
to address graduates' developmental needs and learning barriers, focusing on curriculum enhancement,
recruitment, feedback, and personalized professional development.
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