ABSTRACT
Skills necessary for attaining and maintaining a good job are called employability skills. It is argued, however, that new graduates from education departments lack market-oriented employability skills, which leads to their unemployment. This hermeneutic phenomenological research examines employers’ views on new graduate teachers’ job market readiness. This qualitative research interviewed twelve secondary school administrators in Lahore. The interview transcripts were analysed using thematic analysis. The results show that employers encounter several obstacles when dealing with new graduate teachers, including a gap between academic comprehension and practical performance, a lack of transferrable and communication skills, and increased expectations from fresh graduates. Employers offer three ways to improve new graduate teachers’ employability skills: expanding students’ exposure, modifying and updating the curriculum, and encouraging pro-activity. The findings enrich the literature on teacher education and employability skills by understanding employers’ viewpoints.
