National Certificate Qualifications In Teacher Education Programs: Evaluating Credential Confidence

Abstract

Contemporary education requires teachers to possess both instructional expertise and practical competencies to remain competitive. However, the impact of technical-vocational qualifications, specifically National Certificate (NC) credentials, on the professional confidence of teacher education graduates remains underexplored. Anchored in Human Capital Theory, this exploratory qualitative study investigates how Filipino pre-service and in-service teachers view the integration of NC skills into their academic training. Through reflexive thematic analysis of semi-structured interviews with twenty participants, the research evaluates whether these competencies enhance perceived labor-market value. The findings reveal that participants view NC training as a vital tool for fostering experiential teaching methods, improving classroom readiness, and boosting self-assurance during the hiring process. Rather than proving direct curriculum efficacy, the data suggests these certifications function primarily as symbolic and experiential assets that elevate employability. Furthermore, the results highlight inconsistent exposure to NC training, pointing to disjointed integration across academic programs. Ultimately, this study illuminates how stakeholders interpret technical-vocational credentials within traditional teacher education and how these achievements influence perceived professional positioning.