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Research Article

BLIS Graduates Satisfaction: The Impact of Teaching Quality, Program Quality, and School Environment

21 reads
Rhodora Mae Celestial , Mariel Labajo , Jolina Amor Modesto
Psych Educ Multidisc J, 2026, 63 (6), 772-785, DOI: https://doi.org/10.70838/PEMJ.630607, ISSN 2822-4353
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Abstract

This descriptive study examined the predictors of program satisfaction among Bachelor of Library and Information Science (BLIS) graduates of Southern Christian College (2009–2024). It focused on three main factors: quality of teaching, quality of program, and school environment. The findings showed that graduates were very satisfied with their education and the support they received from teachers and the school. However, these factors had little effect on overall satisfaction, suggesting that personal motivation and self-confidence play a stronger role. Utilizing a simple random sampling design based on Slovin's formula, 120 graduates completed a validated, highly reliable online questionnaire (Cronbach’s alpha 0.780–0.983). Data were analyzed using frequency, mean, Pearson correlation, and multiple linear regression. Results revealed a high overall program satisfaction mean of 3.87 and very high ratings across predictor factors mean of 4.40. Correlation analysis showed that teaching quality relating to the teacher/subject (r = 0.169, p < .10) and school environment (r = 0.189, p< .05) significantly correlated with program satisfaction. Multiple regression confirmed that school environment (F (1,120) = 2.417, p < .05) and teacher/subject-related teaching quality (F (1,120) = 2.417, p < .1) were the primary significant predictors of satisfaction. The findings underscore the critical role of supportive campus climates and teacher expertise in enhancing graduate satisfaction. The study also showed that most graduates are successful in their careers, working in schools and joining professional organizations. This means that the BLIS program prepared them well for their jobs. The study revealed that satisfaction does not only depend on school quality but also on graduates’ self-motivation and professional growth. The results of this study can help improve the BLIS program and guide future research on graduate satisfaction.
Keywords school environment library and information science program program satisfaction quality of teaching quality of program
Authors 3
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The team behind this paper

3 authors, 1 institution.

This paper Southern Christian College — Philippines Southern Christian Coll… 2 authors Rhodora Mae Celestial — corresponding author RC Rhodora Mae Celestial ✉ Mariel Labajo ML Mariel Labajo Jolina Amor Modesto JM Jolina Amor Modesto

1 of them has not recorded an affiliation.

Readership

21 reads over 2 months.

September 2026 October 2026

Related work on SciMatic

Closest of 5 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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SciMatic 0xc35709…277732 100,000 (10%)
Rhodora Mae Celestial 0x6fd48C…292b7b 300,000 (30%)
Mariel Labajo 0xaDa926…5d3ca3 300,000 (30%)
Jolina Amor Modesto 0xdE52e0…Af38D1 300,000 (30%)
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Bibliographic Information

Rhodora Mae Celestial, Mariel Labajo, Jolina Amor Modesto, (2026). BLIS Graduates Satisfaction: The Impact of Teaching Quality, Program Quality, and School Environment, Psychology and Education: A Multidisciplinary Journal, 63(6): 772-785
Bibtex Citation
@article{rhodora_mae_celestial2026pemj,
author = {Rhodora Mae Celestial and Mariel Labajo and Jolina Amor Modesto},
title = {BLIS Graduates Satisfaction: The Impact of Teaching Quality, Program Quality, and School Environment},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2026},
volume = {63},
number = {6},
pages = {772-785},
doi = {10.70838/PEMJ.630607},
url = {https://scimatic.org/index.php/show_manuscript/10981}
}
APA Citation
Celestial, R.M., Labajo, M., Modesto, J.A., (2026). BLIS Graduates Satisfaction: The Impact of Teaching Quality, Program Quality, and School Environment. Psychology and Education: A Multidisciplinary Journal, 63(6), 772-785. https://doi.org/10.70838/PEMJ.630607

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