Performance and Employers' Feedback on Doctor of Philosophy Graduates of Northern Negros State College of Science and Technology from 2015-2017

This study evaluated the professional performance of Ph.D. in Educational Management (Ph.D.-EM) Batch 2015–2017 graduates and the extent to which the program outcomes are demonstrated in their professional practice. Using a quantitative research design, data were collected from 26 of the 31 graduates through a researcher-made survey questionnaire and performance ratings from the Individual Performance Commitment and Review Form (IPCRF) and Office Performance Commitment and Review Form (OPCRF). Descriptive statistics, including mean and standard deviation, were employed to analyze the data and determine the graduates’ overall performance level and domain-specific competencies.The findings indicate that the graduates exhibited an outstanding overall performance (M = 4.55, SD = 0.505), consistently meeting and frequently exceeding professional expectations. Across the five program outcome domains—professional competence, research and innovation, leadership capabilities, management sphere, and professional development—graduates demonstrated a high level of competency (overall M = 4.49, SD = 0.430). Subdomain scores further confirm strong performance in research competence, innovation, leadership behavior, leadership management, strategic planning, human resource development, professional growth, and ethical conduct. These results suggest that the doctoral program effectively equips graduates with the necessary knowledge, skills, and professional attributes to perform advanced roles in educational and organizational settings. In conclusion, the Ph.D.-EM program contributes significantly to producing competent, ethical, and high-performing professionals capable of leading, innovating, and managing complex tasks. Recommendations include continuous curriculum enhancement, expanded research and innovation opportunities, targeted leadership and management development, and support for lifelong professional growth. These measures will ensure the program remains responsive to evolving professional demands and sustains its effectiveness in preparing future educational leaders.