Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 10 (2025)

Linking PPST Competencies, Licensure Exam Results, and Employment Status to the Quality of Bachelor of Elementary Education Graduates

Jennifer T. Gamboa | Jeramie B. Pediongco | Elma M. Gozum | Arnold G. Gozum

Discipline: Education

 

Abstract:

Elementary education is crucial to national development, as it plays a vital role in shaping the minds and futures of young learners. In assessing teachers’ competence, mastery of PPST domains, employment status, and LET performance are the key indicators. This study aimed to evaluate the competence of 87 Bachelor of Elementary Education graduates from Pampanga State Agricultural University through the PPST domains, employment status, and LET Performance, employing a quantitative survey design with a total enumeration. The research found that the results of the Licensure Examination for Teachers indicate notable improvements in student performance in both Professional Education and General Education from 2022 to 2023. The employment data highlight fluctuations in employment status, with a noteworthy rise in unemployment in 2023, but an overall trend towards improvement by 2024. Graduates from 2022 to 2024 were in Career Stage 1, or Beginning Teachers, who have gained the qualifications recognized for entry into the teaching profession. Furthermore, while higher mastery of PPST domains seems to have some influence on employment, the relationship is not strong. The LET performance has some impact on employment status; however, it is not the sole determinant of whether graduates are employed. Graduates with higher PPST mastery scores are more likely to be used. This study contributes to theory by reinforcing the multidimensional nature of teacher competence, suggesting that while licensure and domain mastery are essential, they must be contextualized within broader systemic and institutional factors. It also affirms the PPST framework as a viable lens for evaluating the readiness of beginning teachers. Practically, the findings underscore the need for sustained faculty development, targeted support for LET preparation, and institutional mechanisms that bridge teacher training with employment pathways. Continued personal and institutional efforts are highly recommended to help teachers enhance their professional competence.



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