Abstract: The success of tertiary teacher education students in the Licensure Examination is indicative of the quality of training the teacher education institutions have instilled in the students. The study traced the graduates’ Otis-Lennon School Ability Test (OLSAT) rating, College Grade Point Average, High School Grade Point Average, English Placement Exam and Honours received in High School; determined the performance of the examinees in General Education and Professional Education; found out the relationship between the performance and the profile and determined the varieties which could predict the Licensure Examination for Teachers (LET) performance. The study used the descriptive – correlational design. Data on the LET results were taken from the Official List of Examinees issued by the Professional Regulation Commission. The rest of the data were taken from individual files and were treated statistically using means, percentages and multiple regressions. Majority of the graduates have low rating in the Otis Lennon School Ability Test, Average performance as indicated in the College Grade Point Average, High Grade Point Average in High School; passed the English Placement Test; and had honors in high school. The examinees had Average performance in the General and Professional Education components of the LET. Of the variables, only three were found significantly influential to the LET performance – college Grade Point Average, OLSAT rating and English placement test passing.
Keyword: performance, variates, graduates, teacher education, Licensure Examination
Title: Variates of the Performance of Teacher Education Graduates in the Licensure Examination for Teachers (LET)
Author: Romeo H. Hena, Ronato S. Ballado, Ma. Cecilia C. Dalucapas, Siony C. Ubane, Riza C. Basierto
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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