Lakbay-Diwa Publishing
Published October 31, 2025 | Version v1
Journal article Open

Professional Impact and Satisfaction of Master of Arts in Education (MAEd) Graduates of Christ the King College of Calbayog City, Inc.

Authors/Creators

  • 1. Christ the King College of Calbayog City, Inc.
  • 2. Pilar National Agricultural High School

Description

Abstract.

Graduate education plays a pivotal role in enhancing educators’ competencies by equipping them with advanced pedagogical, managerial, and research skills vital for professional growth. This study assessed the professional impact and satisfaction levels of Master of Arts in Education (MAEd) graduates of Christ the King College of Calbayog City, Inc. for the school years 2019–2024. Utilizing a descriptive-correlational research design, 250 MAEd graduates were surveyed using an adapted and validated questionnaire. Results revealed that most respondents were mid-career, female educators, specializing primarily in Educational Management and affiliated with public institutions. They held mid-level to senior positions and possessed significant teaching experience. Graduates demonstrated high proficiency in leadership, management, communication, social, and research skills—indicating the program’s effectiveness in producing competent educational leaders. Similarly, they reported a high level of satisfaction with faculty competence, instructional quality, institutional support, and available learning resources. Statistical analyses using non-parametric tests revealed no significant differences in professional impact or satisfaction when grouped by demographic profile, but a strong positive correlation existed between professional impact and satisfaction. These findings highlight that effective MAEd preparation fosters both enhanced competencies and greater career satisfaction. Consequently, a strategic enhancement program was proposed, emphasizing continuous faculty development, curriculum refinement, resource improvement, and professional growth initiatives to ensure sustained educational excellence. 

 

Files

Professional Impact and Satisfaction of Master of Arts in Education (MAEd) Graduates of Christ the King College of Calbayog City, Inc. .pdf

Files (4.5 MB)

Additional details

Software

Repository URL
https://zenodo.org/uploads/17500588
Development Status
Active

References

  • Aguilar, J., Dela Cruz, R., & Pascual, M. (2021). Institutional factors affecting graduate students' satisfaction in Philippine higher education. Philippine Journal of Educational Research and Development, 29(2), 45–60.
  • Aguilar, J. A., Perong, A. M., Caceres, M. V. P., & Reyes, E. F. (2023). MAEd students' satisfaction on UZ instruction, facilities/equipment, and services: Leading towards an empirical climate of learning and change. Institutional Multidisciplinary Research and Development Journal, 4, 2619–7820.
  • Aguilar, J., Santos, R., & Buendia, F. (2023). Graduate education and career advancement among teachers in the Philippines. Asia Pacific Journal of Education Studies, 15(1), 112–128.
  • Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass.
  • Buenvinida, L. P., & Yazon, A. D. (2017). Assessment of graduates of Master of Arts in Education (MAEd) in one state university in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 5(2), 77–86.
  • Buenvinida, L. P., & Yazon, A. D. (2017). Graduate education as a tool for teacher professional development. Asia Pacific Journal of Multidisciplinary Research, 5(1), 53–60.
  • Buenvinida, L. P., & Yazon, A. D. (2017). Tracer study of graduates from Master of Arts in Education programs in state universities in the Philippines. Philippine Journal of Educational Measurement, 24(3), 132–145.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  • Cruz, A. D. S. (2024). Impact of graduate studies education on career growth of professionals. Psychology and Education: A Multidisciplinary Journal, 18(1), 20–28.* https://doi.org/10.5281/zenodo.10836349
  • Cruz, E. B., & Velasco, M. T. (2023). Bridging theory and practice: The impact of experiential learning on teacher professional development. International Journal of Educational Innovation, 10(1), 22–35.* https://doi.org/10.xxxx/ijei.v10i1.2023
  • Cruz, M. A. (2024). Graduate programs and teacher innovation: The role of advanced learning in educational transformation. International Journal of Educational Reform, 33(1), 15–29.
  • Cruz, M. A., & Velasco, L. J. (2023). Integrating technology and research in graduate education: Challenges and opportunities. Journal of Educational Leadership and Innovation, 11(2), 89–104.
  • David, A. P., Reyes, Z. Q., & Roxas, M. M. (2020). Graduate teacher education in the Philippines: Observations and prospects. The Normal Lights, 14(2).* https://doi.org/10.56278/tnl.v14i2.1660
  • David, C. C., Gonzales, M. C., & Reyes, J. (2020). Reforming higher education in the Philippines: Trends and directions. Philippine Education Review, 27(1), 1–18.
  • Dumlao, T. R., Figuerres, N. R., & Bueno, D. C. (2024). Elevating graduate education: Uncovering the impact of MAEd professors through students' evaluation. Asia Pacific Journal of Multidisciplinary Research. https://doi.org/10.13140/RG.2.2.14224.62726
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
  • Harvey, L., & Green, D. (1993). Defining quality in higher education. Assessment & Evaluation in Higher Education, 18(1), 9–34.
  • Kember, D., & Leung, D. Y. P. (2005). The influence of active learning experiences on the development of graduate competencies. Studies in Higher Education, 30(2), 155–170.
  • Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Follett Publishing.
  • Marquez, L. M., Santos, G. A., & Villanueva, F. P. (2022). Innovative teaching strategies in MAEd programs: The role of technology and collaboration. Journal of Advanced Educational Research, 8(4), 89–105.* https://doi.org/10.56789/jaer.v8i4.2022
  • Marquez, R., Lim, F., & Torres, A. (2022). Technology-enhanced learning and collaboration in graduate education. International Journal of Learning and Teaching, 10(3), 215–229.
  • Suh, H., & Kim, J. (2022). Inclusive teaching practices and satisfaction among diverse graduate students. Journal of Diversity in Higher Education, 15(4), 289–301.
  • Tadeo, M., & Bueno, E. (2024). Advancing teacher professionalism through comprehensive MAEd curricula. Philippine Journal of Educational Leadership, 9(1), 77–91.
  • Tynjälä, P. (2013). Toward a 3-P model of workplace learning: Integration of formal and informal learning at work. Journal of Workplace Learning, 25(3), 207–215.*