Licensure Examination For Teachers Research Articles

Analyzing the Performance Trends in Licensure Examination for Teachers (LET) Among Bachelor of Elementary Education (BEEd) Graduates: A Quantitative Approach

The study analyzes the performance trends in the Licensure Examination for Teachers (LET) among Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University – Kalamansig Campus from 2018 to 2023. A descriptive-comparative research design was employed to statistically measure the objectives of the study. Data were obtained from the Professional Regulation Commission (PRC). The study’s respondents are 73 first-timers and 112 repeaters. A total of 185 BEEd examinees were the respondents of the study. Also, the study utilized frequency and percentage counts, z-scores, and p-values to compare the performance and test for significant differences. The results revealed that the performance trends among the BEEd graduates was fluctuating. Performance of first-timers are higher than repeaters in most periods, with institutional passing rates below national passing rates. Notably, exceptional performances were recorded during the March 2019, June 2022, and October 2022 examination periods, where institutional passing rates surpassed national passing rates. The study identifies several factors influencing LET performance, including academic preparation, review sessions, and external disruptions such as the COVID-19 pandemic, which impacted the consistency and preparation of examinees. The data suggest that while first-timers showed relatively strong performance, repeaters faced significant challenges, underscoring the need for targeted support systems to enhance their preparedness and outcomes. The findings highlight the critical importance of continuous monitoring and strategic interventions to improve LET performance. Implementing effective support mechanisms for repeaters, improving academic and review processes, and addressing external factors are essential steps toward enhancing the quality of teacher education.

Examining the Success Rates in Licensure Examination for Teachers: A Quantitative Focus on Bachelor of Elementary Education (BEED) Graduates

This study examines the success rates of Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University (SKSU) – Kalamansig Campus in the Licensure Examination for Teachers (LET). This study utilized the descriptive-comparative research design that compares two variables to describe the differences. The study's respondents were the Bachelor of Elementary Education (BEEd) graduates of Sultan Kudarat State University – Kalamansig Campus who took the Licensure Examination for Teachers (LET) for elementary level from 2018 – 2023. The respondents were selected using the purposive sampling method, with 185 respondents. The data were analyzed using the t-test for paired samples, and the Statistical Package for Social Science (SPSS) was used to analyze the t-test. The study compares the overall passing percentage with national averages and analyzes the General Education and Professional Education scores. The findings indicate fluctuating performance, with BEED graduates performing better in General Education than in Professional Education. Despite a higher mean passing percentage than the national average, the study highlights the need for continuous improvement in curriculum and teaching strategies to enhance LET outcomes. The impact of the COVID-19 pandemic on exam preparation and administration is also discussed. Recommendations are provided for educational stakeholders to adopt innovative teaching methods and improve faculty development to increase licensure examination success rates

Influencing variables on teacher education graduates’ performance in the licensure examination for teachers

Influencing variables on teacher education graduates’ performance in the licensure examination for teachers

Comparative Competence of Science Educators on the New Licensure Examination as Basis for a Review Program

The demand to prepare future science educators for national board examinations necessitates teacher training institutions to assess the licensure competence of pre-service teachers. In the case of the Philippines, the Licensure Examination for Teachers or LEPT has new competencies, which have not been fully assessed on the perspective of pre-service teachers. In this, the researcher assessed and compared the self-reported competence of alumni (a, n=38) and ongoing pre-service teachers (o, n=43) of a large state university in the Philippines. To do this, the researcher developed a survey-questionnaire with contents based on the Enhanced Table of Specifications or TOS for LEPT which was first implemented in March 2023 in the Philippines, the survey was conducted during the 1st semester of S.Y. 2023-2023. Results revealed that the pre-service teachers (n=81) have high level of competence for the LEPT. Further, the level of competence of alumni is comparable to those of on-going students. However, a significant difference was found in competencies related to Challenging Activities in Science, Assessment Tools, Basic Biotechniques, and Waves and Optics, where alumni demonstrated a significantly higher competence. To provide continuity for the findings, the researcher proposes a review program for Filipino pre-service teachers based on the findings. Furthermore, the researcher recommends that a content-competency alignment will be conducted between the Enhanced TOS of LEPT and the latest relevant issuances on Policies, Standards and Guidelines (PSGs) for Education degree programs issued by the Commission on Higher Education. Moreover, a curriculum mapping is recommended between the Enhanced TOS and the MATATAG Curriculum for Science. To provide an international perspective, the researcher recommends an analysis of licensure competencies for teachers among ASEAN countries.

Performance of beginning teachers in the licensure examination for teachers: a national study

The study explored the performances of teacher education graduates in the licensure examination for teachers (LET). The descriptive-comparative research was conducted through a survey questionnaire administered online to 2,780 beginning teachers across the 16 regions in the Philippines. The findings of this study revealed that the graduates in Elementary Education (BEEd) and Secondary Education (BSEd) had satisfactory LET performances from 2017 to 2019. The comparative analysis found that these LET performances significantly vary in their examination year, degree program, specializations, examination components, locale, and type of higher education institution. Furthermore, the performance of graduates in the LET examination could be attributed to their test-taking time, college preparation, and grade point average. Hence, the graduates’ satisfactory performances and significant impact on college preparation show that teacher education institutions have aligned their offerings to the standards set by the country’s higher education and licensure system. Strengthening curricular enhancement programs, reinforcing constructive alignment, and intensifying retention policy and mentoring practices were recommended.

Factors Affecting the Performance of a Higher Education Institution in the Licensure Examination for Teachers

Licensure Examination for Teachers (LET) is of utmost importance since it not only enhances and develops the professional aspects of teacher education students but also serves as a key metric for gauging the overall quality of education and the system as a whole. It has been the ultimate focus of tertiary education institutions in the Philippines to meet the present demand of local and global parties and communities. As a result, a variety of tactics are used to raise the prospect's chance of happening. This study aims to determine the factors affecting the performance of Cebu Roosevelt Memorial Colleges in the Licensure Examination for Teachers for the past two LET years 2019-2021. This study utilized the descriptive - predictive method of research with the aid of binary logistic regression analysis and the use of secondary data and an adopted questionnaire to determine the respondents’ profile, personal accountability factors, and graduates’ outcome indicator in the Licensure Examination for Teachers. Results show that majority of the respondents were females, 22 to 26 years old with BSED as their field of specification. It was found out that majority of the respondents passed the Licensure examination. Moreover, the study showed that the respondents’ gender has no significant relationship to the personal accountability factors in terms of cognitive, emotional, and physical. It also revealed a no significant relationship to the fields of specialization among the respondents in terms of cognitive, emotional, and physical. This study concluded that the profile of the respondents and their personal accountability in terms of cognitive (GPA), emotional (Test anxiety), and physical (BMI) factors were statistically insignificant in predicting the probability of passing the LET. Consequently, the disparity and diversity of the personal accountability factors present an opportunity to improve the passing rate of the graduates since more and varied factors were surfaced and seen in a new light. This aspired administrators, deans, and teachers to take into account the other potential factors that may affect the board examination performance and enables the institution to predict and act upon the aspects that need to be improved in order to ensure a one hundred percent passing rate in the board examination.

Gender-based analysis on self-efficacy beliefs of pre-service teachers and their readiness in taking licensure examination

<span lang="EN-US">The study aimed to determine whether preservice teachers’ self-efficacy belief differs according to gender and whether this belief relates to their readiness in taking the licensure examination for teachers (LET). Participants of the study were 545 preservice teachers who were undergoing in-service training both from the secondary and elementary programs that came from four campuses of the university. The researcher utilized a descriptive quantitative approach with weighted mean, t-test for the independent sample, and Pearson R correlation statistical treatments for the data. Results revealed that females are statistically higher in self-efficacy beliefs than their male counterparts. Further, the study disclosed that female preservice teachers are significantly more ready to take the examination than their male peers. In addition, the male students’ self-efficacy beliefs statistically have a positive significant relationship to their readiness to take examination. Meanwhile, a positive significant relationship exists also between self-efficacy beliefs and readiness in taking the test with their female counterparts.</span>

A Tracer Study on the Bachelor of Elementary Education Graduates of St. Paul University Surigao A.Y. 2017-2022

A Tracer study is a research method that tracks and collects data on the outcomes and experiences of graduates to assess the effectiveness of educational programs. This research study titled “A Tracer Study on the Bachelor of Elementary Education Graduates of St. Paul University Surigao A.Y. 2017-2022” aimed to trace the employability of graduates and assess their rating of the effectiveness of the teacher education program outcomes. The researchers collected data from 45 graduates using an adapted-modified questionnaire and analyzed using various statistical tools. The findings showed that most of the graduates were female and within the age range of 21-24. Most participants were single, held a bachelor’s degree as their highest educational attainment, and graduated in 2018. The Licensure Examination for Teachers (LET) was taken by 31 graduates, with professional education subjects identified as the most challenging area. Six months after graduation, at least 62% of the graduates who responded remained unemployed, while those employed mostly worked as grade school teachers. The competencies learned during college, such as communication, information technology skills, critical thinking, and problem-solving, were reported as valuable in their first jobs. Graduates highlighted the development of attributes such as communication and relational skills, academic excellence, critical thinking, research, problem-solving, leadership, teamwork, social and ethical responsibility, productivity, and accountability during their undergraduate studies. Graduates rated the nine teacher education program outcomes as very effective. The study’s conclusion recommends targeted support for licensure exam preparation, enhancing employability and job placement, and bridging the education-employment gap.

Readiness of Technology and Livelihood Education Students in Taking the Licensure Examination for Teacher

The study attempted to look on to the readiness of the Technology and Livelihood Education students of the Bulacan State University Hagonoy Campus in taking the Licensure Examination for Teachers during the school year 2018-2019. The study made used of both qualitative and quantitative research. Grades of the respondents was requested to the university registrar and a standardized comprehensive examination was given to the respondents to validate their readiness in taking the board examination. A face-to-face interview was also conducted to know the problems they have encountered in taking the course and in taking the comprehensive examination. Weighted mean was computed and determine the readiness of the respondents using the Pearson R correlation. As revealed by the findings, both general weighted average and the result of the comprehensive examination registered a very weak linear correlation. In order to respond to the observations cited by the respondents the researcher suggested to provide an in-house review before taking the board examination and a strict retention policy among education students.

Tracking Down the Employability of the Teacher Education Graduates

The purpose of this Graduate Tracer Study (GTS) was to gather vital feedback about the quality and relevance of education obtained and employability of the 2019 graduates of Bachelor of Secondary Education (BSE) of the Isabela State University, City of Ilagan Campus. The 85 respondents were traced from September 2021 to March 2022. One indicator of the success of ISU City of Ilagan Campus in equipping BSE Batch 2019 with quality education is reflected in the 80 percent turnout of passers in the Licensure Examination for Teachers. However, tight competition for a job and unavailability of job vacancy were claimed as reasons for the delay of the rest of the respondents’ employment or had caused them unemployment – a feedback which may indicate concerns on quality and relevance.The respondents considered Educational Qualification as the factor most contributory to their first employment. A significant number of respondents were teaching in government but have yet to obtain security of tenure. The data on job description and monthly salary reveals that there were few who were gainfully employed and most of them are underemployed and are misfits in their present jobs at the time of the survey. The respondents considered communication skills, human or interpersonal skills, leadership or managerial skills, problem-solving skills, and critical thinking skills very useful in their present job. Majority of the respondents assessed their college degree and educational trainings as very relevant but a significant number of the BSE Batch 2019 find it fairly relevant and not relevant. This may confirm the job mismatch analyzed from the data gathered which may impel the Program to review quality and the relevance and non-relevance of the curriculum to job requirements. Nonetheless, the overall assessment given by the respondents on the BSE Program was excellent. The utilization of result of GTS is in place.

Mobile-Based Licensure Examination for Teachers (LET) Reviewer for Social Science: A Comparative Analysis on Student Performance in LSPU-CTE Students

Mobile-Based Licensure Examination for Teachers (LET) Reviewer for Social Science: A Comparative Analysis on Student Performance in LSPU-CTE Students

Level of Preparedness and Confidence of Graduating Education Students to Licensure Examination

This study aimed to investigate the level of preparedness and confidence of third- and fourth-year education students in taking the Licensure Examination for Teachers (LET) and its relationship to their commitment to taking the exam. The data was gathered through a survey questionnaire and analyzed using the descriptive correlational method. Results showed that the respondents strongly agreed to attend review sessions, go with people who motivate them, and push through despite difficulties. They also had positive attitudes toward learning, note-taking, and self-evaluation. Moreover, a significant relationship between confidence and commitment was found. These findings suggest that educators can enhance student preparedness and commitment to taking the LET by providing review sessions and support from peers and significant others. Additionally, promoting a growth mindset that views failures as opportunities for growth and learning may improve student confidence in taking licensure exams.

CHALLENGES OF EARLY CHILDHOOD EDUCATORS IN THE NEW NORMAL MODE OF INSTRUCTION

Responses made worldwide in an attempt to reduce the spread of the COVID-19 pandemic like community lockdowns and community quarantines have caused disruption in the delivery of education. With the goal to sustain and provide quality education despite educational institutions being closed, the educational sector implemented the new normal educational policy. In the context of the new normal mode of instruction, with the teachers as key persons in its successful implementation, issues on whether they are facing problems and challenges in the process or not are triggered. The present study used the Phenomenological Analysis (PA) to explore challenges faced by early childhood educators in the new normal mode of instruction. Five early childhood educators teaching kindergarten from private and public schools were identified as key participants using purposive sampling and snowball technique guided by the following criteria: (a) have at least three years of experience as an early childhood educator; (b) have passed the Licensure Examination for Teachers (LET); (c) currently teaching, and (d) willing to participate in the study. Researchers were guided with phenomenological analysis which includes playing of the recorded transcript, encoding, re-reading of the encoded transcript, developing emergent themes, and looking for patterns across cases. After reading and analyzing of data, four major themes emerged from data: (1) Teaching Modalities Difficulties (2) Time Management; (3) Insufficient Support of Parents in the Implementation of the New Mode of Instruction; and (4) Difficulty in the Assessment of Learners.

The Influence of Faculty Members’ Educational Attainment on the Performance in the Licensure Examination for Teachers (LET) among State Universities and Colleges in the Philippines

This quantitative study employed descriptive-correlational research design to analyze the influence of faculty members’ educational attainment on the performance in the licensure examination for teachers (LET) among 112 state universities and colleges (SUCs) in the Philippines. Results showed that almost half of the faculty members are bachelor’s degree holders, about two-fifths of them have master’s degree, and more than one-tenth are doctoral degree holders. The SUCs had an overall passing percentage higher as well as majority of the SUCs performed higher than the national passing rate. There is a significant inverse relationship between the educational attainment of faculty with bachelor’s degree and LET performance, in which higher proportion of faculty members with bachelor’s degree tends to result to a lower passing percentage. In contrast, the educational attainment of faculty with doctoral degree has significant direct relationship to LET performance, in which higher proportion of doctoral degree holders likely results to higher passing rate in the LET. However, the educational attainment of teaching staff with master’s degree does not significantly correlate with LET performance, hence it does not significantly influence LET performance. When the three categories of educational attainment are taken as independent variables, only doctoral degree significantly influences LET performance. Implications of the findings on faculty hiring and training are also discussed to continuously improve LET performance.

Teachers’ Preparedness in the Use of Information Communication Technology and School’s Licensure Passing Rate

Modern-day teaching entails the development of 21st-century skills, which include information and digital literacy, as well as technological skills. All educators face the challenge of keeping abreast of the ever-changing information communication technology and integrating available ICT facilities and tools in teaching. This study was conducted to find the correlation between the teachers’ preparedness, perception, and types of ICT facilities and tools used for instruction and the school’s licensure passing rate. Descriptive, quantitative, and correlational research designs were adopted with the modified questionnaire of Davis et al. (1989) on teachers’ preparedness and perceptions in using ICT, the Technology Acceptance Model Questionnaire (TAMQ) as the main instrument in gathering the needed data. The reliability coefficient of the instrument was established using Cronbach Alpha and yielded indices of 0.84 and 0.99. The questionnaire was administered through Google Form to the 50 teachers in the College of Education at the University of Morong and Antipolo Campus. The study found that female-dominated teachers in the College of Education in the URS are in their early adulthood stage and have been using ICT in teaching for a decade. Most of the teachers have attended one ICT training per year, and teachers are prepared for the use of ICT. An association exists between the teachers’ assessment of available ICT facilities and tools and their perception of the use of ICT. The URS performed well in the Licensure Examination for Teachers. Other findings showed that the younger the teachers, the better their perception of the use of ICT; the younger the teachers, the higher their performance in Licensure Examination for Teachers. It can also be concluded that the more prepared the teachers are, the better their school’s performance in Licensure Examination for Teachers. Likewise, the more prepared the teachers are, the better their perception of the use of ICT in teaching and vice versa. It can also be concluded that the better the teachers’ perception of the use of ICT, the higher the performance in the Licensure Examination for Teachers. The perception of the use of ICT and the performance in the LET is differentiated by age. With this, teachers and administrators must continually support the ICT professional development to keep abreast with the current updates in technology. Preparedness, availability, and perception of the use of ICT must be considered in the school’s overall plan, which eventually translates to better school performance.

Performance Analysis on Licensure Examination for Teachers among BEEd Graduates in Dorsu-San Isidro Campus

Performance Analysis on Licensure Examination for Teachers among BEEd Graduates in Dorsu-San Isidro Campus Objective: This quantitative research study aimed to explore the Licensure Examination for Teachers results. Methods: This study employed made use of the analytical method of research, and documentary analysis of data taken from the official results of LEPT released by the Professional Regulatory Commission (PRC). In addition, this study made use of frequency counts and percentage to describe the profile of LEPT takers. On the other hand, percentage was used in reporting the average or rating of graduates in their licensure examination. Moreover, T-Test was used to examine the significant difference in the LEPT performances between graduates from AY 2017-2018 and AY 2018-2019. Findings: When compared to national passing rate, results show that DOrSU performed best in September 2021. On the other hand, DOrSU performed low in March 2022. Also, the results from the t-test for equality of means show that there is no significant difference between the AY 2017-2018 and AY 2018-2019 in terms of their ratings in LEPT. Conclusions: It is recommended that schools should create a mechanism in monitoring the performances of their graduates in their licensure examination. Keywords: Teacher education, performance analysis, analytical method of research, documentary analysis. DOI: http://dx.doi.org/ 10.23960/jpp.v13.i2.202325

Predictive validity of selected measures of BEED graduates for first-time performance in the licensure examination for teachers

Predictive validity of selected measures of BEED graduates for first-time performance in the licensure examination for teachers

Scoping Review on the Licensure Examination for Teachers (LET) in the Philippines

Licensure examination is a tool used to determine who among the examinees is equipped with the minimum knowledge or expertise to competently carry out the functions of a teacher. While studies on licensure examination for teachers (LET) are available, synthesis using scoping reviews has not yet been conducted. Using Arksey and O’Malley’s (2005) scoping review framework, results indicate that (1) descriptive-correlational method and documentary analysis were commonly used to study the LET, (2) the trends in the scope focus on finding the relationship or correlation of potential predictive factors of the performance of BEEd and BSEd graduates, (3) the bulk of the research focused on academic achievement as a major predictive factor for LET performance, and 4) studies proposed suggestions or interventions to boost licensure performance of the teaching education institutions. Recommendations are given based on the themes uncovered from included studies, particularly the utilization of other research methodologies to further study and analyze LET results.

Correlates of Performance in the Licensure Examination for Teachers in Calabanga Community College

Correlates of Performance in the Licensure Examination for Teachers in Calabanga Community College

Correlates of Employability among the Bachelor of Technical Teacher Education Graduates of a Philippine Public University

The global demand for work and skills has to be attuned to the emerging technologies ushered in by Industry 4.0. For a decade now, several teacher education institutions (TEIs) in the Philippines have implemented the Bachelor of Technical Teacher Education (BTTE) program and have produced many graduates. Hence, it is interesting to explore the whereabouts of these graduates to provide relevant baseline data on the BTTE program's success in general but specifically on its responsiveness to the needs of the learning institutions and to the industries for which it caters. Through descriptive-correlational design, the study generally examined the correlates of the employability of the 164 BTTE graduates from a public university for the academic years (AYs) 2015-2019. Results revealed that the graduates were employable within 18 months after graduation in teaching or non-teaching jobs. Moreover, some personal, family, and academic profile variables significantly correlated with their employability. Interestingly, their employability is also associated with their Licensure Examination for Teachers (LET) ratings. Higher ratings yielded a shorter waiting time for employment after graduation. Results are valuable inputs for policy and curricular enhancement for the BTTE program.