Teacher Education Graduates' Workplace Behaviors: An Employer Feedback-Generated Taxonomy

Abstract

The effectiveness of Teacher Education Programs is typically assessed through the employability of its graduates and the degree of satisfaction expressed by employers in general. These two parameters, however, offer limited insights into the specific workplace behaviors essential for targeted curriculum reform. To address this gap, this study endeavored to develop a taxonomy of workplace behaviors commonly observed among the graduates of Benguet State University-College of Teacher Education Programs (BSU-CTE) through the Clarkean Method. Using a maximal variation sampling strategy, researchers conducted in-depth interviews and focus group discussions with a diverse group of school heads from the Benguet Schools Division in the Philippines. As a result, the COMET Taxonomy was created organizing CTE graduates' workplace behaviors into five key domains: Their Craft (PILLAR), Their Own Self (COST), Their Mates (CAST), Their Extras (REACHES), and Their Tasks (CAP). The COMET taxonomy embodies a detailed, behavior-driven framework that is closely aligned with the Philippine Professional Standards for Teachers (PPST) as well as with the Task and Contextual Performance Paradigm, emphasizing a disposition-focused development. This taxonomy also serves as a valuable tool for educators and administrators transitioning from generic program evaluation to a more nuanced and impactful approach to curriculum reform. This research presents a contextually responsive framework for assessing curriculum alignment, offering actionable insights to enhance the professional readiness of BSU-CTE graduates.