Asian Journal of Education and Social Studies

This study investigated employer feedback on the professional performance of Bachelor of Elementary Education (BEED) graduates from Davao Oriental State University – Cateel Campus, guided by Human Capital Theory. Using a descriptive quantitative approach, 37 school-based supervisors across the 3 municipalities of District 1 of Davao Oriental (Boston, Cateel, Baganga) evaluated graduate competencies in nine key areas, including subject mastery, classroom management, and leadership. Findings revealed that BEED graduates consistently performed at a very satisfactory level (x̄ = 4.44, s = 0.35), with standout strengths in collaboration and leadership. No significant performance differences emerged across evaluator demographics, affirming the program’s consistent impact. To further strengthen graduate readiness, the study recommends integrating hands-on training in authentic assessment, differentiated instruction, and professional collaboration—strategies that can be embedded in practicum, in-service simulations, and curriculum redesign. These enhancements are not only feasible but vital in bridging theory with classroom realities. This study offers valuable insights for policymakers, educators, and curriculum developers aiming to align teacher education with evolving school needs.