Satisfaction and Challenges of Bachelor of Technology and Livelihood Education Graduates in One Private Higher Education Institution in Lemery, Batangas

Abstract

This study assessed the satisfaction and professional challenges of Bachelor of Technology and Livelihood Education (BTLED) graduates from a private higher education institution in Lemery, Batangas, and developed strategies to enhance employability, career development, and professional growth. Guided by the Employability Skills Framework, the study employed a descriptive quantitative research design involving 48 BTLED graduates from academic years 2022 to 2025. Data were collected through a validated survey questionnaire that examined graduates’ demographic and employment profiles, level of satisfaction with the curriculum, facilities, institutional services, and current employment, as well as the professional challenges they encountered. Frequency and percentage distribution, weighted mean, and chi-square analysis were utilized in data analysis. Findings revealed that most graduates were young, female, single, and employed, although many worked in non-teaching positions. Graduates generally perceived themselves as prepared for work and expressed satisfaction with the curriculum, school facilities, institutional services, and current employment. Hands-on learning experiences, practicum activities, academic support, and learning resources were identified as positive contributors to professional preparation. However, moderate concerns were noted regarding curriculum alignment with workplace demands, technological resources, compensation, job stability, and career advancement opportunities. Common professional challenges included workplace adjustment, limited workplace resources, job insecurity, financial concerns, difficulties in skill application, and emotional stress. Significant differences and relationships were found between employment-related and competency variables and graduates’ satisfaction and professional challenges. In response, the ABCD Support Plan was developed to strengthen employability, career preparedness, alumni engagement, and long-term professional development. This study supports Sustainable Development Goal (SDG) 4: Quality Education and SDG 8: Decent Work and Economic Growth through its focus on improving teacher education quality and graduate employability. Its sustainability impact lies in promoting continuous institutional improvement, workforce readiness, career advancement, and stronger alignment between academic preparation and labor market needs.