ABSTRACT
The study conducted at Andres Soriano Colleges of Bislig aimed to understand the reasons behind low Licensure Examination for Teachers (LET) passing rates and develop interventions program for non-passers. The study found that LET performance fluctuated, indicating a need for continuous evaluation of preparation strategies. Multiple factors contributed to LET failure, including financial constraints, work-life balance issues, faculty problems, student dedication, poor critical thinking skills, and emotional challenges for examinees. Higher education institutions employ various support mechanisms like in-house reviews and partnerships. Non-passers experienced significant emotional distress, highlighting the need for psychological support. The study proposed an intervention program focusing on technical, emotional, and psychological support for LET takers. It also developed a theory emphasizing resilience factors influencing LET preparation. The study recommends continuous evaluation, addressing identified factors, implementing the proposed intervention program, and fostering critical thinking skills. Future research should expand to include State Universities and Colleges and employ mixed methods to quantify the impact of factors on LET outcomes.
Keywords: Intervention program, LET Non-passers, Licensure Examination for Teachers, LET performance
INTRODUCTION
Teacher licensure is universally recognized as a crucial qualification for entering the teaching profession (Yauney, 2022). It validates an educator's suitability and commitment to upholding professional standards (Zhao, 2010). Countries like the US, Qatar, and several Asian nations have implemented teacher licensing systems, often requiring high academic performance and passing licensure exams (Jacson et al., 2003; Nixon et al., 2010; Ghamrawi et al., 2023; Abu-Tineh et al., 2017; Adoniou & Gallagher, 2017). The Philippines, in compliance with Republic Act No. 7836, also mandates teacher certification.
The Licensure Examination for Teachers (LET) is used to assess teacher education program quality, with high pass rates reflecting institutional and graduate competence (Dotong & Laguador, 2015). However, many examinees struggle to pass (Amanonce & Maramag, 2020). Andres Soriano Colleges of Bislig (ASCB) has consistently reported lower-than-average LET pass rates, particularly among repeat takers (PRC, 2016, 2017, 2019). To address this, a study aims to develop an intervention program for ASCB's College of Teacher Education, drawing insights from successful institutions to improve overall LET performance and outcomes.
REVIEW OF LITERATURE AND STUDIES
The Licensure Examination for Teachers (LET) is a crucial certification process ensuring aspiring teachers possess necessary academic knowledge, pedagogical skills, and professional competencies (Acosta & Acosta, 2016; Solis-Foronda, 2019; Jay-cen, 2020; Angeles, 2020). It upholds academic standards, builds stakeholder confidence (Abrea et al., 2019), and serves as a benchmark for teacher competence (Ampo, 2023; Darling-Hammond et al., 2020). However, many aspiring teachers face challenges passing the LET, hindering the supply of qualified educators (Santiago, 2002; David et al., 2018). While the LET is essential, some argue it only partially assesses teacher capacity (Gitomer & Bell, 2013) and neglects classroom performance (Looney, 2011; Alonzo et al., 2023). Continuous improvement is crucial to ensure the LET's relevance (Knowles et al., 2001).
The LET maintains professional standards and accountability (Martin, 2024; Peterson, 2000; Cochran-Smith & Villegas, 2015), boosting public confidence in the educational system (Leveille, 2006; Johnson et al., 2017). Passing the LET signifies the start of a teacher's career, emphasizing continuous professional development (Ayers, 2015; Stronge & Grant, 2011; Villegas-Reimers, 2003; Borko, 2016). Effective teaching practices and their integration into teacher education are crucial (Abulon, 2014). The LET's holistic approach assesses critical thinking, problem-solving, and application of educational theories (De Guzman et al., 2017; Mallillin et al., 2021; Balagtas, 2021), contributing to improved teaching strategies and student learning outcomes (Hattie, 2015; Amin & Sundari, 2020; Stronge, 2018).
Factors influencing LET success include academic preparation, socioeconomic background, and support networks (Abdulmajid, 2024; Allaga & Philippines, 2013). Higher LET pass rates correlate with improved student outcomes (Dagdag, 2018; Ibarrientos, 2022; Baylan, 2018; Arce & Belen, 2011; Gabasa & Raqueño, 2021). Agsalud's (2017) study on teacher education faculty efficacy emphasizes the importance of subject matter competence, pedagogical abilities, and creating a positive learning environment, aligning with the LET's objectives. Collaboration between academic institutions, PRC, and CHED ensures adherence to regulatory frameworks (De Leon, 2016; Generelao et al., 2022), with the LET serving as a tool to evaluate teacher education program quality (Visco, 2015; Antiojo, 2017).
Despite efforts, institutions struggle to achieve satisfactory LET passing rates (Barlis & Fajardo, 2015; De Jesus & Balahadia, 2020). Factors like insufficient preparation contribute to exam failures and unemployment (Ranabal, 2026). The LET's impact extends to institutional budgets (Ladia & Nool, 2012) and reveals variations in performance across specializations (Botengan et al., 2018). Research highlights the influence of curricular alignment, school support programs (Montebon, 2005), student support services, and preparatory courses (Cadosales et al., 2023) on LET success.
In-house reviews, mock examinations, and curriculum modifications are recommended (Tarun et al., 2014; Visco, 2015; Dagdag et al., 2017). Review programs significantly impact exam performance (Olvido et al., 2024; Delos Angeles, 2019). Tailored intervention programs addressing non-passers' challenges can improve overall LET performance (Labastilla, 2017; Alfonso, 2019). In-house reviews provide focused preparation (Kalaw, 2017; Andrecio & Habijan, 2023), create a structured environment (Gonzales & Gonzales, 2024), and contribute to improved pass rates (Mendoza et al., 2018). Strengthening in-house reviews, aligning them with LET standards, and providing support services are crucial (Maloloy-on et al., 2021; Karp et al., 2021).
Mock examinations and review sessions significantly enhance student performance (Gerundio & Balagtas, 2021; McGaghie et al., 2004; Shuls, 2018; Alan and Mariquit, 2022). Albite (2019) emphasizes the need for a holistic approach, including personal motivation, academic preparedness, and institutional support. Merisotis & Phipps (2000) underscore the importance of remedial programs for educational equity, while Villaflores (2023) highlights the need for thorough preparation and confidence-building. Lim's (2011) longitudinal study emphasizes continuous curriculum improvements and faculty development programs. Improving academic standards and performance during college positively impacts LET outcomes (Guinayen, 2014), aligning with Alda, Boholano, and Dayagbil's (2020) exploration of teacher education institutions towards Education 4.0. Conchada & Tiongco's (2015) study on accreditation highlights the impact of regulatory frameworks and institutional policies on LET performance.
The literature underscores the multifaceted factors influencing LET performance (Rosado et al., 2020; Ruben, 2014) and the need for HEIs to reevaluate and strengthen their policies and practices (Wangerin, 2015). This study aims to develop an intervention program tailored to address the unique challenges faced by LET non-passers at ASCB of Bislig.
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