Abstract

This study examined the level of compliance with employability standards at Pulo National High School (PNHS) and the employment readiness of learners with special educational needs (LSEN). Using a descriptive-correlational design, data were gathered from 95 randomly selected teachers through a validated survey instrument. Results revealed that compliance with employability standards at PNHS was rated very high, particularly in curriculum implementation and support systems for learners with SEN. However, teacher competence in special education received lower ratings. Despite institutional efforts, employability readiness among LSEN was rated very low, especially in job application skills. No significant differences in readiness were found based on teacher profiles, and no significant relationship was observed between compliance levels and student readiness. The findings emphasize the need for enhanced teacher training and targeted transition programs to bridge the gap between school preparation and employment readiness for SEN learners.