ABSTRACT
This study explored the experiences of Teacher Education graduates working in Local Government Unit (LGU) offices as bases for policy recommendations during the 2025–2026 period. Findings revealed that graduates demonstrated transferable teaching skills, professional growth, adaptation to new roles, and commitment to public service and community engagement. However, they faced challenges such as multiple work and people with diverse personalities. To cope with these challenges, graduates engaged in collaboration and organizational support and demonstrated resourcefulness and adaptability. Based on these findings, an LGU Graduate Integration and Support Program (LGU-GISP) was proposed to strengthen workplace support systems through structured orientation, mentorship, capacity-building activities, and organizational improvements.
Keywords: Teachers Education Graduates, Local Government Unit (LGU), Phenomenological Study, Transferable Skills, LGU-GISP, Career
INTRODUCTION
Teacher Education graduates were increasingly employed in non-teaching roles, particularly in local government unit (LGU) offices, where their pedagogical, communication, and organizational skills were applied to community programs and public service. International studies highlighted that education graduates adapted well to administrative and social development roles, although they often faced challenges related to role clarity and professional identity outside formal classroom settings (Smith & García, 2021; Lee et al., 2022).
In the Philippine context, Teacher Education graduates contributed significantly to LGU initiatives such as literacy programs, community outreach, and local development projects. However, research indicated persistent issues including limited career pathways, unclear job assignments, and insufficient institutional support for graduates working outside the Department of Education (Reyes & Santos, 2023; Delos Reyes, 2024). These concerns suggested the need to review employment and professional development policies affected education graduates in public service.
At the municipal level, LGUs often employed Teacher Education graduates to address workforce needs, particularly in education-related and social services offices. While these graduates demonstrated flexibility and commitment, studies noted challenges such as limited training opportunities and lack of formal recognition of their competencies (Municipal Development Review, 2025). These localized experiences reflect broader structural concerns within LGU human resource systems.
Examining the experiences of Teacher Education graduates in LGU offices provided an empirical basis for policy recommendations aimed at improving role alignment, professional support, and career development (UNESCO, 2020; Civil Service Commission, 2026). Anchored in international and local evidence, this study sought to find out the experiences of Teacher Education graduates working in local government unit offices as bases for policy recommendations.
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