EMPLOYMENT QUALITY AND PROFESSIONALDEVELOPMENT OF THE GRADUATES OF BACHELOR OFSECONDARY EDUCATION MAJOR IN SCIENCE

Abstract

This descriptive-correlational study investigated the employment quality and professional development of Bachelor of Secondary Education Major in Science graduates from the University of Rizal System (URS) from 2021 to 2024. Grounded in Bruner's Constructivist Theory, Mezirow's Transformative Learning Theory, and Progressivism, the research explored the relationship between graduates' professional development and employment situations. A validated questionnaire was administered to 94 graduates employed in public and private institutions. Findings revealed that most graduates secured teaching positions, yet reported dissatisfaction with job satisfaction, pay and benefits, work type, and employment security. Despite these challenges, graduates demonstrated strong professional identities, scoring high in practice, collegial teamwork, and personal development goal-setting. Issues identified included job mismatch, inadequate mentoring, and insufficient organizational support and compensation. Statistical analysis, employing descriptive and correlational techniques, highlighted relationships between demographic profiles and professional development indicators. In response, the study proposes the GROW-TEACH Model, built on five pillars: Graduate Resiliency and Optimization, Workforce-readiness through Role and Curriculum Alignment, Teacher Empowerment and Reflective Practice, Advancement through Mentoring and Collaboration, and Community Harmony and Ethical Responsibility. This model aims to bridge the gap between academic preparation and actual teaching demands, fostering a transparent system for the career progression and job satisfaction of science teachers.