A Phenomenological Study of th Passers and NonPassers in the Licensure Examination for Teachers

Abstract

The delivery of quality education is gauge with the performance of the graduates in the licensure examination. In the field of education, the Licensure Examination for Teachers (LET) is a tool which assesses the preparedness of teacher education graduate to practice the profession. This study explored the lived experiences of the passers and non-passers in the Licensure Examination for Teachers (LET) of the Bukidnon State University education graduates from the main campus, external centers, and the Certificate of Teaching who took the professional education units during the years 2016-2018. The experiences of the LET-takers with the internal stakeholders and external stakeholders were disclosed. The qualitative phenomenological descriptive method of Creswell (2013) was used in this study. Interviews and focus group discussion were conducted to gather the data and analyzed using Colaizzi (1978) as cited by Morrow and King (2015). The total participants of the study were the 36 LET-takers comprised the 18 passers and 18 nonpassers with two (2) sampled participants from each group. There were six (6) emergent themes transpired from the experiences of the passers and non-passers in LET with the internal stakeholders and the external stakeholders. These were engaging to self-directed undertakings; demonstrating teaching credibility; institutional commitment for quality education; imparting kin-based social support; exhibiting capability and quality; and extending non-kin based social support. An intervention plan to address the areas of concern of the non-passers was designed.