Possession of Different Skills and Its Perceived Importance in the Teaching Profession: A Tracer Study of BEED Graduates

Abstract

Guided by the CareerEDGE model (Pool & Sewell, 2007), this tracer study examined the profiles, perceived competencies, and curriculum feedback of 81 identified Bachelor of Elementary Education (BEED) graduates from different cohorts (2005 to 2024) of Davao Oriental State University – Cateel Campus. Findings underscore the critical role of transferable skills, emotional intelligence, and reflective practice in preparing graduates for the demands of a dynamic teaching profession and ensuring long-term employability. Graduates demonstrated strong perceptions of their personal, interpersonal, intellectual, and specific competencies, both in terms of importance and self-rated possession. They also rated the curriculum—particularly general education and professional courses—as highly useful in their professional development. While the overall preparation was deemed effective, alumni highlighted the need for better integration of 21st-century skills and digital pedagogy. These findings suggest that teacher education programs must continuously evolve to equip future educators with relevant, adaptive, and future-ready competencies essential for navigating modern classrooms and educational landscapes.