Predictors of Performance in the Licensure Examination for Teachers in a Community College in Albay
DOI:
https://doi.org/10.5281/zenodo.20950292Keywords:
academic performance, institutional support, LET performance, licensure examination, review preparation, study habitsAbstract
This study determined the predictors of performance in the Licensure Examination for Teachers (LET) among first-time LET takers of a community college in Albay. Specifically, it examined the profile of the LET takers, academic performance, study habits, review preparation practices, institutional support, and the significant predictors of overall and component LET performance. The study was anchored on Human Capital Theory, Self-Efficacy Theory, Cognitive Load Theory, Tinto's Student Integration Theory, the researcher's Readiness and Resilience Integration Theory, and Astin's Input-Environment-Outcome Model. A descriptive-correlational research design was employed. Respondents were 116 first-time LET takers from the 2025 graduates of teacher education programs of the community college, selected from 165 graduates through power analysis and stratified random sampling with proportional allocation. Data were gathered using a validated researcher-constructed questionnaire and document review of official academic records and were analyzed using frequency, percentage, weighted mean, and regression analysis. Findings showed that the respondents were predominantly 23 years old, female, and graduates of Bachelor of Secondary Education, with Physical Education as the largest specialization group. Their academic performance was generally Very Satisfactory, with teaching internship rated Excellent, while the General Education average was the weakest academic component. Study habits, review preparation practices, and institutional support were all rated Often. Regression results revealed that academic performance was the strongest and most consistent predictor of LET performance across the overall LET rating and the General Education, Professional Education, and Major/Specialization components. Review preparation, profile variables, institutional support, and study habits also predicted selected components. Based on the findings, an intervention program was proposed to strengthen academic preparation, structured review, institutional support, and study habits for improved licensure readiness.
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