Social Sustainability and Professional Migration in the Educational Space of Russian Schools Based on the Results of a Sociological Study

This research aims to substantiate the legitimacy of the simultaneous application of two competing sociological paradigms in studying professional (labor) migration of teachers and teacher education graduates, i.e., to use the “strategy of mixing methods”: the mobilities turn and the place attachment. This synthesis-based methodological approach includes micro and macro levels and neo-positivistic and individualistic phenomenology. It was substantiated during a sociological survey in 18 regions of the Russian Federation in August–September 2021. The survey respondents were 3065 teachers and 1132 teacher education graduates, and 255 respondents acted as experts, including six rectors of higher educational institutions of Russia, heads of regional and municipal education authorities (47 persons), and 202 directors of Russian schools. This study has highlighted the unique characteristics of labor migration in the educational space of the Russian school. As empirical research has shown, the reasons for professional migration, in general, and the migration of teachers and teacher education graduates, particularly, are largely similar and stem primarily from material factors. It has also shown that the reasons associated with personal and professional development opportunities should be considered. The identification of ideal factors was made possible by dividing respondents into five groups by criterion of integrating micro- and macro-problems.

Scoping Review on Employability Skills of Teacher Education Graduates in the Philippines: A Framework for Curriculum Enhancement

The demand in the workplace is rapidly changing brought about by the educational reforms and the emergence of disruptive technology. The changes increase the importance of employability skills and literacy that would ensure career success and degree program relevance. On this premise, a study was carried out using a scoping review to examine the existing literature that published information related to employability skills of Teacher Education graduates in the Philippines. The review covered fifteen published articles that qualified in inclusion and exclusion criteria. Results revealed the top employable skills which include communication; information and communication technology; problem-solving and critical thinking; collaboration, cooperation, and teamwork; research; and leadership. This study offers these skills as a framework in the curriculum enhancement of teacher education programs. It was recommended to Teacher Education Institutions to revisit their curriculum and find out if these competencies were given considerable emphasis in instruction. The partially employable skills of graduates from teacher education programs imply the furtherance of the inquiry to confirm if these skills are employable or not. Future tracer studies may take the lens of the framework in evaluating the responsiveness of the curriculum.

Tracer Study of Teacher Education Graduates of the Eastern Visayas State University-Tanauan Campus, Philippines

The study's purpose was to examine the employment characteristics of teacher education graduates from the classes of 2013 to 2017. Specifically, to explore a graduate's perception of the extent of the relevance of their chosen program curriculum learning areas to employment, and the extent of the use of competencies and values they learned at university. A survey study design that is descriptive was utilized in the study with a random sample of 179 graduates identified as the primary study respondents. Based on the results, the majority of respondents were employed with permanent or regular employment status and worked locally within the region. Graduates' initial and current employment levels were professional, technical, or supervisory, and they were hired within 1 to 6 months of graduation. Salaries and benefits were the major factors in changing the first job careers of graduates. Moreover, graduates perceived the extent of the curriculum offered as relevant, and the general education and teaching practicum learning areas were found to be the most relevant areas that contribute the most to their employment. Communication, human relations, and self-assurance skills are the most useful workplace competencies and values. Students' university preparation has greatly aided their employment. Similar research may be undertaken in the future, which should include other school-related and employability variables not covered in the study.

Licensure examination performance and academic achievement of teacher education graduates

Teacher education institutions (TEIs) in the Philippines establish their brand of educational quality through their graduates’ performance in the Licensure Examination for Teachers (LET). It is, therefore, necessary for TEIs to align instructional delivery with the competencies in the LET. Thus, this study was undertaken to correlate academic achievement and licensure examination performance of teacher education graduates. Academic achievement is the graduates’ grade weighted average in college and pre-board examination results. The respondents were 1,017 graduates of Bachelor of Secondary Education and Bachelor of Elementary Education in a state university in Cagayan Province, Philippines. The study revealed a significant and strong correlation between the graduates’ grade weighted average in college and LET performance. This is an indication of the effective evaluation procedure of the university since the teachers’ assessment concurs with the graduates’ performance in the LET. A significant relationship was also established between the graduates’ performance in the pre board examination and LET albeit with a weak correlation. This study recommends the development of mechanisms in improving the conduct of pre-board examination review programs in the university. Further validation of the assessment tools used in the pre-board examination is likewise suggested.

RELATIONSHIP OF STUDENT TEACHING AND COMPREHENSIVE EXAMINATION IN THE LICENSURE EXAMINATION FOR TEACHERS (LET) PERFORMANCE OF TEACHER EDUCATION GRADUATES

This study determined the relationship of student teaching and comprehensive examination in the Licensure Examination for Teachers from 2014 to 2018. Using PRC LET results and grades in student teaching and comprehensive examination, this study employed documentary analysis and correlation research designs. Findings of the study revealed that the graduates received an outstanding performance in student teaching. Results also showed that more than one half of the graduates had fairly satisfactory rating in the comprehensive examination, and most of them did not meet expectations in the Licensure Examination. There is a significant relationship in the performance both in student teaching and comprehensive examination to the LET performance.