Career service examination eligibility readiness: Insights for professional commitment through college-based project

In an increasingly competitive labor market, assessing students' preparedness for professional eligibility is critical. This study addresses this issue by evaluating respondents' readiness for the Career Service Examination (CSE) and their professional commitment. It analyzes variations by demographic and academic profile and examines the relationship between these variables. The study used quantitative correlational methods and stratified random sampling. It surveyed 265 participants from Public Administration, Business Administration, Entrepreneurship, and Accountancy programs. Data were collected using a validated survey instrument and analyzed through descriptive statistics and Pearson's correlation. The results indicate that higher levels of academic and examination readiness are associated with increased dedication to professional careers. Findings revealed high levels of readiness and professional commitment among respondents. Outcome expectations and career orientation emerged as strengths, but self-efficacy was comparatively lower. Significant differences were observed based on age, academic year, program, and number of examination attempts. Sex was not a significant factor. A moderate positive correlation between readiness and commitment suggests that greater preparedness is linked to stronger professional dedication. These results highlight the importance of implementing structured academic interventions, such as the COMAREI (College of Management Academic Readiness and Eligibility Initiative). This initiative aimed to enhance both students' readiness and commitment to taking the CSE.