Leveraging Employer Satisfaction Survey Outcomes for Policy Development and Implementation

Abstract

The purpose of this study is to comprehensively assess employer satisfaction with the job performance, professional competencies, and communication skills of graduates from the teacher education program at the Mongolian National University of Education. The study aims to provide an evidence-based foundation for improving curriculum design, teaching practicum, and collaborative partnerships not only within the university but also across the broader education sector. Methodologically, the study employs a SWOT analysis to systematically categorize internal and external factors. In addition, the AHP is applied to determine the relative weights of these factors, enabling the development and prioritization of four strategic alternatives (SO, WO, ST, WT) within an integrated analytical framework.
The findings further highlight key international trends such as industry–university partnership, work-based practicum, competency mapping, and an employability-oriented curriculum as essential directions for curriculum reform. Therefore, developing an evidence-based decision-making framework that integrates the participation of graduates, employers, universities, and policymakers can advance teacher education beyond diploma-oriented training toward fostering education leaders, thereby contributing to long-term sustainable development of the teacher preparation system.