Exploring the experiences and perceptions of early childhood education graduates: A mixed-method study on the acquired competencies for quality assurance

Abstract

This mixed-method study aimed to explore the experiences and perceptions of graduates of the Master of Arts in Education major in Early Childhood Education (MAEd in ECE) at the College of Education, Tarlac State University who completed the program between 2014 and 2020. Specifically, it examined the competencies developed through the program, the professional and career outcomes experienced by the graduates, and their recommendations for enhancing the curriculum. A mixed-method research design was used. Data were collected through interviews with 11 out of 13 graduates, representing an 84.62% participation rate across the eight-year-period. The qualitative data were analyzed using thematic analysis to identify recurring patterns and key themes related to the graduates’ learning experiences and professional development. The findings revealed that the program strengthened graduates’ competencies in pedagogical leadership, classroom management, and inclusive pedagogical practices. Graduates also reported tangible benefits, including career advancement, increased professional recognition, leadership opportunities, and financial growth. Furthermore, the graduates recommended expanding practicum opportunities, modernizing the curriculum to address emerging educational trends, and integrating inclusive approaches to better prepare future educators. These findings demonstrate that the MAEd in ECE program offered at TSU remains relevant, responsive, and aligned with quality assurance standards in teacher education. The study provides evidence to support the implementation of the proposed institutional action plan for curriculum enhancement and offers insights that may guide higher education institutions in strengthening graduate programs through curriculum innovation, inclusive pedagogical practices, and international initiatives.