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Examining the Factors of Licensure Examination for Teachers Performance for Program Strategy Enhancement
Authors: Januard D. Dagdag , Clarina S. Sarmiento , Joanne Clementine Ibale
Number of views: 495
Passing the Licensure Examination for Teachers (LET) has been the ultimate focus of
tertiary education institutions in the Philippines to meet the present demand of local and global parties
and communities. Hence, various strategies are conducted to increase the likelihood that the prospect
will happen. With this, the current study determines the predictors of LET performance of the 146
Bachelor of Secondary Education graduates that could serve as basis for enhancing program strategies
for a better LET rating. A descriptive correlational method through the analysis of registration data on
LET, grade weighted average, college admission test (CAT) scores, and course audit scores was
conducted. Descriptive statistics and correlational tests were employed in the analysis of these data.
Results showed that low LET performance is influenced by low performances in academics and admission
test, and limited course audit units taken. Admission test performance, however, does not predict LET
performance in Major. On the other hand, course audit performance can only forecast licensure exam
scores in Major. Hence, to increase LET performance, the program should consider benchmarking from
LET performing institutions, choose the right faculty to teach a course, secure the validity and/or
reliability of instructional materials and assessment tools with LET competencies, strictly implement the
admission and retention policy, and assess regularly the efficacy of the course audit in all areas.