LICENSURE EXAMINATION FOR TEACHER PERFORMANCE OF TEACHER EDUCATION

GRADUATE BASIS FOR INTERVENTION PROGRAM IN SAINT MICHAEL COLLEGE OF CARAGA,

NASIPIT AGUSAN DEL NORTE.
 CHAPTER 1

INTRODUCTION

Background of the Study

To get into that profession, you must pass an entrance exam. A prerequisite is to be

recognized as an expert in your field. To work as a teacher, graduates of teacher training

programs must pass the Licensure Examination (LET). Best of all, passing the LET gives you a

competitive advantage over those who don't. LET performance is a key component of trainer

competency and safe work performance. After completing the LET, a teacher is considered

professionally prepared as it demonstrates the effectiveness and efficiency of the pedagogical

knowledge and skills required for teaching.

The Professional Regulation Commission (PRC) administers national regulatory laws and

policies regarding the regulation and licensing of the various professions and professions within

its jurisdiction, including the improvement and maintenance of professional and professional

qualification standards. It has the authority to implement and enforce. Ethics and Enforcement

of Related Rules and Regulations (RA 8981). Additionally, the Commission on Higher Education

(CHED) issued Memorandum Order (CMO) No. 30 of 2004 entitled “Revised Policies and

Standards for Undergraduate Teacher Education Curriculum”. This regulation provides, among

other things: Program specifications, competency standards, curriculum, and course

specifications. The quality of education provided by schools in the country is assessed by the

performance of graduates in entrance exams for Board of Education courses such as the

Bachelor of Secondary Education (BSED), also known as the Licensing Test for Teachers (LET).
 Therefore, the ultimate goal of every teacher education institution (TEI) is for students

to achieve a high, if not a 100% pass rate, on the Licensing of Teaching Examination (LET).

Therefore, it is the responsibility of the school and the applicant to prepare thoroughly. These

aspirations are consistent with the idea that entrance exams guarantee the quality of

education, promote teacher professionalism, and improve student performance to some extent

(Bagadion and Tullao, 2018). Passing the Licensure Examination (LET) is a sign of quality

training. To achieve this perspective, education for sustainable development is part of

UNESCO's 2030 Agenda alongside the Sustainable Development Goals. The UNESCO

Framework for Action ensures inclusive, equitable, and quality education and promotes lifelong

learning opportunities for all. As part of UNESCO's Indicative Strategic Goals, all men and

women should have equal access to affordable and quality technical, vocational, and higher

education, including university, by 2030. Yes (Manhas, 2022). In the Philippines, the 1987

Constitution provides for the benefit of all citizens by ensuring that educational institutions

promote access, equity, quality, and relevance of education while exercising their academic

freedom. The right to education is guaranteed and protected.

This study was conducted to assess the eligibility of pre-service teachers' performance

for an intervention program. Therefore, the purpose of this study is to understand the

performance of teacher training graduates in teacher recruitment examinations.

However, researchers want to know how teachers are performing based on their intervention

programs. The study will be carried out at Saint Michael College of Caraga, Nasipit Agusan Del

Norte.

Objectives of the Study

 Generally, this study aims to determine the licensure examination for teacher

performance of teacher education graduate basis for the intervention program Saint Michael

College of Caraga, Nasipit Agusan Del Norte.

Specially, the study aims to:

1. To determine the socio-economic profile of the respondents in terms of

a. Age

b. Sex

c. Religion

d. Ethnicity

e. Educational Attainment

2. To determine the licensure examination for teacher performance of teacher education

graduate

3. To determine if there is a significant relationship between socioeconomic profile and

licensure examination for teacher performance of teacher education graduate

Significance of the Study

The result of this study may provide significance to the following groups or individuals.
 Respondents this will help respondents determine the performance of teacher training

graduates in the teacher licensure examination.

Teachers, it helps us to better understand the diversity of their learning.

Therefore, it is expected that more effective teaching methods and strategies can be

developed to improve performance on the teacher licensure examination.

Guidance and Counseling Center this study will also help provide more focus and

guidance to the teachers. This increased career counselors' understanding of the interaction of

the variables investigated in this study. Suck Knowledge is designed to help guidance and

counseling professionals improve the performance of teacher education graduates on the

teacher licensure exam.

Future researchers this study will help researchers examine the performance of teacher

education graduates in the teacher licensure examination.

This can serve as a reference for similar or related studies.

Expected Output of the Study

This study is conducted to determine the performance of graduates of teacher

education training programs on the teacher licensure examination.

Place and Time of the Study

This study will be conducted at Saint Michael College of Caraga, Nasipit Agusan Del

Norte, and the expected implementation date of this study is January 2024.

Hypothesis of the Study

 Ho: there is no significant relationship between the socio-economic profile of the

respondents and licensure examination for teacher performance of teacher education graduate

Ha: there is a significant relationship between the socio-economic profile of the

respondents and licensure examination for teacher performance of teacher education graduate

Operational Definition of Terms

Licensure examination for teachers refers to the examination of teachers to have a

Professional Regulatory Commission (PRC) license.

Performance refers to the teacher’s performance in taking the licensure examinations for

teachers

Respondents refer to the individuals who will give information to the researchers

Saint Michael College of Caraga refers to the place where the researchers conducted a study

Socio-economic profile refers to the characteristics of respondents in terms of their age, sex,

religion, ethnicity, and educational attainment

Theoretical Framework

This study is based on Durkheim's (1898) structure-function theory cited by Sever (2012).

He views society as a structure with interconnected parts designed to work together to meet
the biological and social needs of individuals and promote cohesion and stability. Education as a

social structure shapes life and has social functions. It teaches each individual to get along with

others and prepares them for social roles.

This study also relied on several theories and concepts. One of them is Bandura's (1994)

self-efficacy theory, which is derived from social cognitive learning theory. This theory

emphasizes that self-efficacy can help a person accomplish something and complete certain

skill-related tasks and activities.

Moreover, Knowles' (1975) self-directed learning theory (SDL), cited by Cottrell (2017),

describes the human and material resources that individuals use to identify their own learning

needs, set learning goals, and identify learning. It is a process of taking initiative with resources,

selecting and implementing appropriate learning strategies, and evaluating learning outcomes.

They take responsibility and control over their learning. Taking entrance exams is a tedious and

difficult task.

Conceptual Framework

Independent Variables Dependent Variables

Socio-economic profile of the

respondents in terms of;
LICENSURE
 Age EXAMINATION FOR
 Sex TEACHER
 Religion PERFORMANCE OF
 Ethnicity TEACHER EDUCATION
Figure 1. The diagram shows the relationship between the socio-economic profile of the
respondents and licensure examination for teacher performance of teacher education graduate

The diagram manifests the hypothesized relationship between the socio-economic

profile and licensure examination for teacher performance of teacher education graduates.

CHAPTER 2

REVIEW RELATED LITERATURE

In the Philippines, the Licensure Examination (LET) is an exam that tests the overall

knowledge and skills of aspiring teachers, provides a reliable structure for measuring and

demonstrating their practice, and provides ongoing The purpose is to provide access to the

exam.
growth and development. This is the only national evaluation used to measure the

effectiveness of teacher preparation programs. According to RA 7836, all candidates registering

as professional teachers must pass the LET exam. It is held twice a year at a location and time

selected by the Professional Teachers Committee. Since the licensure examination is one of the

variables that affect the quality of teachers and instruction, the LET passing average is one of

the performance indicators of the curriculum and instructional parameters of the new OBQA

instrument of AACCUP evaluation (Antiojo, 2017 ) nation.

The Professional Regulation Commission (PRC) has the authority to administer,

implement, and enforce national regulatory laws and policies regarding the regulation and

licensing of the various professions and professions within its jurisdiction, including the

improvement, maintenance, and enforcement of professional standards and ethics. Contents of

relevant rules and regulations (RA 8981). Additionally, in 2004, the Commission on Higher

Education (CHED) issued the Memorandum Order (CMO) No. 30 series entitled “Revised

Policies and Standards for Undergraduate Teacher Education Curriculum.” This instruction

specifies, among other things: Program specifications, competency standards, curriculum, and

course specifications. The quality of education in schools in this country is judged by the

performance of graduates in entrance exams for Board of Education courses such as the

Bachelor of Secondary Education (BSED), also known as the Licensing Test for Teachers (LET).

Accordingly, the ultimate goal of every Teacher Education Institution (TEI) is for their

students to achieve high performance, if not 100% passing rate, in taking the Licensure

Examination for Teachers (LET). Hence, it requires all the necessary preparations for what the

school can provide and the examinees' accountability. These desires are attuned to the notion
that licensure examination provides quality assurance of education, promotes professionalism

among teachers, and somewhat improves student outcomes (Bagadion and Tullao, 2018).

Passing the Licensure Examination for Teachers (LET) indicates quality education. To achieve

such a perspective, one of UNESCO's agenda for 2030 along with Sustainable Development

Goals is the Education for Sustainable Development. UNESCO's Action framework ensures

inclusive and equitable quality education and promotes lifelong learning opportunities for all. In

UNESCO's target of indicative strategies, by 2030, it will provide equal access for all men and

women to affordable and quality technical, vocational, and tertiary education, including

university (Manhas, 2022). In the Philippines, the 1987 constitution guarantees and protects

the right to education of all citizens by ensuring that institutions of learning promote access,

equity, quality, and relevance even as they exercise their institutional academic freedom.

Article XIV, Section 1 of the 1987 Philippine Constitution provides that: The state shall protect

and promote the right of all citizens to quality education at all levels and shall take appropriate

steps to make such education accessible to all (Philippines, 2018).

Before starting a teaching career, passing the Licensure Examination for

Teachers (LET) is a crucial prerequisite, and every institution offering programs to help

graduates pass the test has this as its goal. The common experiences of the study's participants

serve as a foundational source for raising awareness of the value and significance of teacher

licensure in meeting the high standards set by the field and the hiring standard accepted by the

government and public schools as a sign of competence and quality (Acosta, A., & Acosta, I.

2016). One of the key concerns of the academic institution is the Licensure Examination for

Teachers (LET).
 Maintaining and improving the passing rate of its graduates in the Licensure

Examination for Teachers (LET) is one of the College of Education's top priorities. This is

evidence of the high standard of teaching provided by this HEI, particularly in the area of

teachers' training, (Alova, 2021).

Education in the Philippines is governed by the Professional Regulation Commission

(PRC) and the law. According to (Antiojo, 2017), the fact that candidates passed the teacher

licensure examination reflects the best education provided by teacher training institutions in

this country.

The Philippine government introduced teacher training in response to the important role that

teachers play in national development. The purpose of this law is to monitor and control

China's government-operated (LET) and promote teacher professionalization and capacity

development.

Additionally, under the same law, the Teacher Licensing Examination (LET) is conducted

at two different grade levels: (i) elementary school and (ii) secondary school. General education

accounts for 40% of the total preparatory education (BEED) and vocational education accounts

for 60%. The three components of secondary education (BSED) are a combination of general

education, vocational education, and specialization, with weights of 20, 40, and 60,

respectively. To receive a passing score, candidates must earn a weighted average of at least 75

points. %, at least 50% in both tests. The LET therefore sets the basic level of education in the

country and serves as a benchmark for the effectiveness of teacher training programs.

Therefore, a higher LET pass rate is likely to indicate a higher quality of teacher training,
whereas a lower LET pass rate is likely to indicate insufficient pre-service preparation for

teachers. It will be expensive.

Passing the LET is a reliable indicator of competency as reflected in the Philippine

Professional Standards for Teachers (PPST) and is required for effective teaching in the

Philippines. It is believed that it can reflect quality and improve education. The LET aims to

distinguish between those who are qualified to enter the teaching profession and those who

are not, based on the skills and abilities assessed by the exam. Additionally, the Licensure

Examination for Teachers (LET) is mandatory for all applicants. The twice-yearly venue and time

are selected by applicants for RA 7836 Required Professional Instructor Registration. Those who

pass the board test not only gain honor and prestige, but also gain a competitive advantage

over those who fail the LET. Higher education institutions offering teacher education programs

face the difficult but most important obligation of increasing the number of trained teachers.

The national aspiration for world-class education is reflected in the existence of norms,

standards, and standards that determine the performance of educational institutions. An

important criterion for evaluating a university's success is the performance of its graduates on

entrance exams. According to Bayliss et al. (2017), it is important to consider the root causes of

performance during board testing.

Teacher training examinations are essential to guarantee the quality of teacher training.

We provide an evaluation method for evaluating the ability level of graduate students to

determine whether they can act as instructors. The reputation of teacher training institutions in

the Philippines for providing quality education is further enhanced by the performance of their

graduates in the LET. Therefore, instruction must be provided through the teacher skills listed in
the LET. According to Amanens & Malamag (2020). Graduate performance on the LET correlates

with the university's effective teaching practices and sound assessment practices.

In the Philippines, licensure examinations have become one of the indicators of the

quality of educators and the instruction they provide. This is important to ensure the quality of

teachers employed by schools. This provides a benchmark to assess whether graduates have

the minimum competencies required to practice the teaching profession. Most professions

have entrance exams to admit graduates who are suitable for a particular industry. In the case

of teacher training, licensure exams serve as preliminary indicators of teaching competency

(Acosta and Acosta, 2016, cited in Cahapay, 2021). In a broader context, it was determined

whether teacher education institutions (TEIs) are adequately providing the competencies, skills

and content expected of graduates in accordance with the mandate of the Commission on

Higher Education (CHEd) (Antiojo, 2017; Guzman, 2020). Approximately 80 license exams were

held twice a year at various exam centers, attracting thousands of candidates. The majority of

test takers for the Licensure Test for Teachers (LET) are graduates of various public and private

teacher training institutions. These TEIs received and followed uniform mandates and quality

indicators for teaching CHEd [Ismael, 2019; Professional Regulation Commission (PRC), 2019].

According to Mateo (2017), the performance of teacher training institutions in the

country continues to decline. The average pass rate for graduates of teacher training courses

was just 31%, lower than pass rates for other education board exams. In fact, a pass rate of 11%

in elementary school and 26% in junior high school has been recorded. Half of universities with

secondary and primary teacher education programs had acceptance rates below the national

average. Results from institutional research papers from different universities showed a marked
discrepancy in performance. Because this study was conducted only on a smaller scale and with

fewer participants, it presented some realities that need further investigation. Participants

were simply compared to participants from the same institution using similar equipment. The

covered years must also be updated, as the factors that lead to different LET benefits from

institution to institution may be constant or may vary. As gaps were identified, this study

expands on data from the three major islands of Luzon, Visayas and Mindanao and presents the

performance of LET participants from 2017 to 2019.

Licensure Examination for Teacher Performance of Teacher Education Graduate

Specific Averages for general education, vocational, and professional courses. In their

respective studies, Carlos (1992) and Carlos (1992) independently found that grade point

averages in general and vocational subjects were not significantly related to performance on

teacher exams and certified public accountant exams, respectively. A high or low overall

average does not necessarily result in a board being rated equally high or low. This may indicate

that university grades are not as objective as board ratings.

The above results contradict the findings of Oñate (1999) on the determinants of LET

graduates. Their study shows that grade point averages in general education, vocational, and

technical courses have a negative but highly significant relationship with LET performance.

Aquino (2003) defined general education as a teacher whose purpose is to equip students with

knowledge and sufficient information to think critically, communicate effectively, and lead rich

and responsible lives in a free society. It is explained that it is a field of training. Students will be
exposed to a variety of study areas including social sciences, natural sciences, mathematics, art,

music, languages, and philosophy.

According to Ibe (1994), the performance of the Teacher Professional Board

Examination shows how low the skills of most teacher training graduates are. Many of the

general education components measure concepts and skills expected at the secondary

education level. She made this claim during the item analysis for the teacher review board.

Vocational education fosters teaching orientation and training as a subject area so that

students become reflective practitioners (PNU, 2005). As Aquino (2003) explained, vocational

training is central to the program. In this field, students are taught the secrets of teaching and

develop the knowledge, skills, abilities and attitudes needed to understand learners and the

learning process. She is taught how to choose what and how to teach, how to make students

learn, how to evaluate student performance, how to research, and how to improve instruction.

The student learn all of this through theory and practice. Vocational education subjects

considered in the LET are Fundamentals of Education and Human Growth and Development,

Principles and Strategies of Education, Measurement and Evaluation, and Social Philosophy. Ibe

(1994), in his book Higher Education: Now or Never, complains that professional development

test questions for faculty board exams are also poorly answered. Candidates are concerned

about whether they have taken the required subjects related to psychology and sociology, such

as learning, guidance/advice, and methodology, which are the foundation of teacher training.

As with the general education exam, the average statewide score has remained in the 35 to 41

percent range for many years. The various subjects in the LET specialization are English, Filipino,

Mathematics, Social Studies, Life Sciences, Physics, PEHM, Technology, Home Economics,
Values Education, and Business Education. Please note that the examination scope for

secondary education includes subject areas that account for 40% of the total entrance

assessment. In his book Higher Education Reform: Now or Never (1994), Professor Ibe writes

that courses are so fragmented that even after completing the 27 or 30 credits required for a

major, He pointed out that students still cannot graduate from higher education. The bottom

course overlaps, so duplicate and repeat the bottom course.

This applies very clearly to the BSED syllabus for math majors. Since 1995, RA #7836,

also known as the “Act Strengthening the Regulation and Supervision of Educational Conduct in

the Philippines and Requiring Licensing Examination for Teachers,” requires graduates of all

teacher education programs to take and pass the teacher licensure examination. It is obligatory

to (let). He has two goals with this law. promotion, development and professionalization of

teachers and the teaching profession. Oversight and regulation of licensure examinations.
 CHAPTER 3

METHODOLOGY

This chapter describes the research design, study location, study respondents, sampling

methods, research instruments, data collection methods, and statistical analysis tools used in

this study.

RESEARCH DESIGN

The study utilizes quantitative descriptive correlational methods to collect the data

necessary to achieve the research objectives.

Place and Time of the study

The study will be carried out at Saint Michael College of Caraga, Nasipit Agusan Del

Norte. This is limited only to identifying graduates of teacher education programs who have

taken the LET exam.

RESPONDENTS OF THE STUDY

The respondents for this study were 60 randomly selected graduates of the teacher

training program at Saint Michael College of Caraga, Nasipit Agusan Del Norte.

SAMPLING PROCEDURE

A convenience sampling method was used in this study. Convenience sampling

techniques are non-probability sampling techniques that take samples from groups of people

who are easy to contact or can be contacted.

RESEARCH INSTRUMENT

The researcher used a modified survey questionnaire that was divided into two parts.

The first part of the study is about the socio-demographic profile of the respondents and the

second part of the study is about the certification examination of the teaching achievements of

teaching graduates.

DATA GATHERING PROCEDURE

Before conducting the research, the necessary processes are carried out systematically.

Approval is obtained from the university dean and ethics clearance must be obtained from the

USM Research Ethics Committee (REC). Once approved, the research questionnaire will be
distributed to all respondents along with their informal consent. Confirm that survey items are

answered correctly by discussing both instructions and items with respondents. The data

collected will be treated with strict confidentiality and processed in accordance with the Data

Protection Act 2012.

Statistical Tools to be used

The data collected from the respondents will be counted and subject to the following

statistical analysis. Frequency counts and percentages are used to describe the socio-

demographic profile of the respondents. The weighted average is used to interpret the teaching

qualification exam for teaching graduates finally. The Pearson R correlation coefficient is used

to determine whether there is a significant relationship between the licensure exam and

teacher training graduate teacher performance.

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