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Exploring Factors Affecting Licensure Examination for Teachers' Performance in a Private Higher Educational Institution in Iligan City

Year: 2024
Type: article
Abstract: This study investigated the factors influencing alumni performance from the College of Education at St. Peter’s College in the Licensure Examination for Teachers (LET) during the years 2021, 2022, and 2023. The respondents were 20 Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) graduates. A positive correlation was observed between planning efforts and performance on the board examination, suggesting that effective planning plays a crucial role in improving LET outcomes. In contrast, the weak positive correlation between classroom engagement and LET performance indicates a more complex relationship, suggesting that classroom engagement may not significantly impact performance on the examination. A linear regression model showed that while planning efforts and classroom engagement may play a role in LET performance, their individual effects do not reach statistical significance in this study. These findings align with Welner’s and Graham’s attribution theory (2020), which states that students’ successes and failures are influenced by motivation, ability, effort, luck, and the difficulty of learning tasks. This study recommends the following strategies to enhance preparation for the Licensure Examination for Teachers (LET) among College of Education alumni: 1. Enhance Mentoring and Coaching Programs; 2. Reinforce intensive Review Classes; 3. Implement Proactive Classroom Management Strategies; 4. Continuous Curriculum Development; and 5. Establish a Comprehensive Support System. These measures are designed to improve student success in the LET while cultivating the development of skilled and impactful educators.
DOI: 10.5281/zenodo.13991957
Language: English
Subfield: Education
Open Access status: green
OpenAlex ID: W6930613967
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