ABSTRACT
This study evaluates the employability competencies and hiring practices for teachers 1 applicants. The locale of this study is in the Municipality of Albuera, Leyte. The eighteen (18) aspiring teachers from the above-mentioned locale were involved in the study. The researcher utilizes two different survey to measure the employability competencies and hiring practices for teachers 1 applicants. Part 1, this study utilized the survey used by Orji (2013) in his study about “Employability Skills Assessment Instrument” while part 2 of the survey is taken from the study of Pagan (2020), “Analysis of the hiring process to ensure that the best teacher candidate is selected” and from DepEd Order No. 07, s. 2023. study revealed that there is a significant relationship between the employability competencies of teachers and the perceived hiring process for teacher applicants. This means that applicants with higher employability competencies are more likely to perform effectively and obtain favorable results during the recruitment and selection process. The findings therefore suggest that employability competencies play a vital role in teacher hiring and selection. Competency-based hiring practices help ensure that qualified, capable, and professionally prepared applicants are selected for teaching positions. Consequently, strengthening employability competencies among aspiring teachers contributes significantly to improving teacher quality and educational effectiveness.
Keywords: Perceived Hiring Process, Employability Competencies, teacher Applicants
INTRODUCTION
The quality of education in any country largely depends on the competence and preparedness of its teachers. As the primary facilitators of learning, teachers are expected to possess not only strong pedagogical knowledge but also a wide range of professional and employability competencies that enable them to perform effectively in the classroom. In recent years, educational institutions and government agencies have placed increasing emphasis on identifying the competencies required of teacher applicants to ensure that recruitment and hiring processes select the most qualified candidates for the profession.
Employability competencies refer to a set of knowledge, skills, attitudes, and personal attributes that enable individuals to gain employment and succeed in the workplace. These competencies include communication skills, critical thinking, problem-solving, adaptability, teamwork, leadership, and professional ethics. Such competencies are increasingly recognized as essential for teacher applicants who must navigate complex classroom environments, diverse learner needs, and rapidly evolving educational demands. According to a scoping review on teacher education graduates in the Philippines, the most important employability skills identified include communication, information and communication technology (ICT) competence, collaboration, research skills, leadership, and problem-solving abilities (Caingcoy, 2021).
The growing emphasis on employability competencies is closely linked to the evolving expectations of the teaching profession. Educational reforms, technological advancements, and globalization have transformed the competencies required of teachers. Modern educators must demonstrate adaptability, innovation, and digital literacy to respond effectively to changes in teaching and learning environments. Studies also show that soft skills or over-professional competencies are now evaluated alongside technical skills in many professions because they significantly influence workplace effectiveness and professional success (Romanenko et al., 2024).
In the context of teacher recruitment, evaluating employability competencies has become an essential aspect of hiring practices. School administrators and education agencies seek teacher applicants who possess both academic qualifications and professional competencies that align with the needs of learners and schools. Research on teacher education graduates indicates that employability competencies are closely associated with work productivity and employer satisfaction in educational institutions, emphasizing the importance of assessing these competencies during hiring processes (Hornido et al., 2024).
Moreover, recent studies highlight that gaps often exist between the competencies acquired by teacher education graduates and those required in the workplace. For instance, a study on teacher-trainees revealed deficiencies in critical thinking, communication, leadership, and self-management skills, which may affect their readiness for employment and professional responsibilities (Adu et al., 2025). These findings suggest the need for further research to determine the level of employability competencies among teacher applicants and how these competencies influence hiring decisions.
Additionally, examining employability competencies is essential in improving teacher education programs and recruitment systems. Understanding the strengths and weaknesses of teacher applicants can help educational institutions design better professional preparation programs and assist school administrators in refining hiring practices that prioritize both competence and professional readiness. Research also shows that competencies such as instructional skills, adaptability, and professional behavior are strongly linked to effective teaching performance and improved educational outcomes (Bagus, 2025).
Despite the growing recognition of employability competencies in education, limited studies have examined how these competencies influence hiring practices for teacher applicants. Most research focuses on teacher performance or graduate employability rather than the competencies demonstrated by applicants during recruitment. Therefore, investigating the employability competencies of teacher applicants can provide valuable insights for school administrators, policymakers, and teacher education institutions in developing more effective hiring policies and professional development initiatives.
This study evaluates the employability competencies and hiring practices for teachers 1 applicants in Albuera South District, Leyte Division. The findings of the study were basis for the proposed intervention plan.
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