Curricular Disjunction and Professional Readiness

Abstract

This study examines the preparedness of bachelor of elementary education (BEEd) students for campus journalism, focusing on their experience, skills, and readiness to serve as school publication advisers. Using a mixed-methods triangulation design, the study combined a quantitative survey of 170 BEEd students with qualitative feedback from alumni teachers to validate real-world professional demands. Findings reveal a notable gap between theory and practice: most students lacked prior journalism experience and showed only basic competency in key production skills, especially news writing (M = 2.22). While they recognize the importance of journalism for professional growth (M = 3.45), they feel unprepared to coach students effectively (M = 1.81). Alumni teachers confirmed these challenges, identifying limited teacher competence as a major barrier to quality student-run publications. The study recommends a mandatory, production-based campus journalism course paired with professional learning support, and suggests these findings inform CHED (Commission on Higher Education) policy to make campus journalism a standard component of BEEd training.