Work Immersion as a Predictor to Current Employment Performance of Senior High School Graduates: Base-Reference for Policy Reformulation

Abstract

This study examines the performance of Senior High School (SHS) graduates in their work immersion programs and current employment, aiming to inform policy reform for enhanced workforce readiness. Guided by DepEd Order No. 30, s. 2017, and aligned with Republic Act 10533, the research underscores the importance of Work Immersion in bridging academic learning and industry requirements. Using a quantitative-descriptive research design with predictive correlation, the study focused on SHS graduates from Antipolo City, specifically in Districts I–A and II–A, employing purposive sampling to select 100 respondents from two public schools. Findings reveal that the majority of respondents came from the Academic Track, particularly the ABM and STEM strands, with high General Weighted Averages (GWAs). Graduates performed very satisfactorily in work immersion, with creativity rated as outstanding. Other competencies—communication, dependability, motivation, teamwork, flexibility, computer technology, and hard communication skills—also scored high but with room for improvement. Employment performance results showed strong reliability and professionalism, though the quality of work was rated slightly lower. Significant differences in work immersion performance were noted based on track, strand, and GWA. Furthermore, strong correlations were found between work immersion competencies and employment performance, emphasizing the impact of practical experience on job readiness. These insights led to the development of the policy titled “Policy Reformulation for Enhancing Senior High School Graduate Performance in Work Immersion and Current Employment.” The proposed policy aims to strengthen digital skills, communication, creativity, and teamwork, ensuring SHS graduates are more competitive and well-prepared for the modern workforce.