Imelda A. Agorto
ABSTRACT
This tracer study examined the influence of Paulinian education on the personal and professional trajectories of Teacher Education graduates of St. Paul University Philippines (SPUP) from 2019 to 2025. Specifically, it analyzed graduates’ profiles in terms of licensure and employment outcomes; assessed professional productivity and community engagement; evaluated the relevance, coherence, and innovation of the curriculum; and determined the extent to which student services contributed to retention and employability. A descriptive research design was employed using a researcher-developed survey instrument administered to 68 graduates selected through purposive and convenience sampling. Findings indicate high licensure attainment and strong employment absorption, with most graduates securing full-time positions within six months and a substantial proportion teaching within their field of specialization. Graduates reported very high levels of curriculum effectiveness in innovation, relevance, and theory-to-practice integration. Student services—particularly academic advising, career preparation, and practicum coordination—were perceived to contribute significantly to both program completion and workforce transition. Professional productivity indicators further revealed leadership involvement, award recognition, and participation in institutional and community initiatives. These results affirm alignment between curriculum design, institutional mission, and workforce demands. The study underscores the value of tracer studies in assessing program responsiveness and institutional effectiveness (Darling-Hammond et al., 2020; Kuh, 2008). Overall, findings suggest that Paulinian teacher formation contributes meaningfully to graduates’ employability, professional growth, and community-oriented practice
Keywords: Tracer study; teacher education graduates; employability outcomes; curriculum relevance; student services effectiveness
https://doi.org/10.57180/oqax4103