Assessing Graduate Outcomes Through Employer Feedback: An Institutional Evaluation of Teacher Education Program

AUTHOR(S)

DR. XENIA B. CANALE

ABSTRACT

——This study evaluated the effectiveness of the Teacher Education Programs of the University of Rizal System–Morong Campus using employers’ feedback as evidence of outcomes attainment. Anchored on the Context–Input–Process–Product (CIPP) evaluation model, the study consolidated employer feedback from Bachelor of Elementary Education, Bachelor of Secondary Education (English, Mathematics, and Science), and Bachelor of Technology and Livelihood Education programs from 2023 to 2025. Using descriptive–evaluative synthesis, composite means across competence, commitment, collaboration, and credibility were analyzed at the institutional level. Results showed that graduates achieved an overall institutional composite mean of 4.59, interpreted as Outstanding. Credibility ranked highest (M = 4.63), followed by collaboration (M = 4.59), competence (M = 4.57), and commitment (M = 4.55). Findings indicate that graduates demonstrate strong professional competence, ethical conduct, and workplace readiness. However, stakeholder feedback identified opportunities for strengthening technology integration, assessment competence, and classroom management. The findings provide empirical evidence of curriculum effectiveness and support the development of an outcomes-based curriculum enhancement plan. Keywords: curriculum evaluation, employer feedback, teacher education, outcomes-based education, CIPP model