This study evaluated the professional performance of Master of Arts in Education major in Educational Management (MAEd‑EM) graduates, batches 2021–2023, and the extent to which program outcomes were demonstrated in their professional practice. Using an explanatory sequential mixed methods research design, quantitative data were collected from 67 graduates, 285 colleagues, and their employers through a validated 100‑item competency assessment tool and existing performance records, followed by qualitative employer interviews to explain the quantitative results. Descriptive statistics, specifically mean and standard deviation, were employed to determine overall and domain‑specific performance, while qualitative data were analyzed thematically. The findings revealed that MAEd‑EM graduates exhibited Outstanding overall workplace performance (overall weighted mean = 4.42, SD = 0.53), consistently meeting and often exceeding professional expectations across seven program outcome domains: communication capabilities, content knowledge, innovativeness, leadership capabilities, management spheres, professional development, and research capabilities. Performance records further reflected high ratings from immediate supervisors and school heads (teachers’ IPCRF: M = 4.66, SD = 0.16; school heads’ OPCRF: M = 4.71, SD = 0.19), indicating strong consistency in performance evaluation. Employer feedback highlighted graduates’ effective use of evidence‑based strategies, collaborative leadership practices, and readiness to assume expanded professional roles. These results indicate that the MAEd‑EM program effectively equips graduates with the competencies required in contemporary educational and organizational settings; however, the findings are limited to selected school divisions and respondent groups, which may affect generalizability. The study provides empirical support for curriculum enhancement, strengthened job‑embedded learning, and sustained leadership development in graduate education.