Quality Assurance and Its Impacts on Teaching Standards and Work Readiness of Education Graduates at Tawi-Tawi Regional Agricultural College

Abstract

Quality assurance (QA) is central to educational excellence, yet its specific impact on teaching standards and graduate work readiness in Philippine regional state colleges remains understudied. This study assessed the extent of QA implementation and its relationship with teaching quality and professional preparedness among Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) graduates at Tawi-Tawi Regional Agricultural College (TRAC). Using a descriptive-correlational research design, data were gathered from 120 graduates, 30 faculty members, and 10 administrators via validated instruments measuring QA practices, teaching standards, and work readiness competencies. Results showed high implementation of QA mechanisms (M = 4.21, SD = 0.58), very satisfactory teaching standards (M = 4.35, SD = 0.49), and high work readiness across professional knowledge, instructional skills, and personal attributes (M = 4.18, SD = 0.62). Significant strong positive correlations were found between QA practices and teaching standards (r = 0.74, p < 0.01), and between QA practices and work readiness (r = 0.68, p < 0.01).

Key gaps identified included limited facilities, weak research integration, and insufficient industry linkages. The study concludes that robust QA systems directly enhance teaching quality and graduate preparedness. It recommends sustained accreditation compliance, increased resource allocation, and stronger external partnerships to further improve educational outcomes.