Authors :
Binayao, Bernadette S.; Dales, Zita I.
Volume/Issue :
Volume 5 - 2020, Issue 8 - August
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/2ZOgeSI
DOI :
10.38124/IJISRT20AUG828
Abstract :
The delivery of quality education is gauge
with the performance of the graduates in the licensure
examination. In the field of education, the Licensure
Examination for Teachers (LET) is a tool which assesses
the preparedness of teacher education graduate to
practice the profession. This study explored the lived
experiences of the passers and non-passers in the
Licensure Examination for Teachers (LET) of the
Bukidnon State University education graduates from
the main campus, external centers, and the Certificate
of Teaching who took the professional education units
during the years 2016-2018. The experiences of the
LET-takers with the internal stakeholders and external
stakeholders were disclosed. The qualitative
phenomenological descriptive method of Creswell
(2013) was used in this study. Interviews and focus
group discussion were conducted to gather the data and
analyzed using Colaizzi (1978) as cited by Morrow and
King (2015). The total participants of the study were the
36 LET-takers comprised the 18 passers and 18 nonpassers with two (2) sampled participants from each
group. There were six (6) emergent themes transpired
from the experiences of the passers and non-passers in
LET with the internal stakeholders and the external
stakeholders. These were engaging to self-directed
undertakings; demonstrating teaching credibility;
institutional commitment for quality education;
imparting kin-based social support; exhibiting
capability and quality; and extending non-kin based
social support. An intervention plan to address the
areas of concern of the non-passers was designed.
Keywords :
Phenomenology, Licensure Examination for Teachers (LET), Passers, Non-Passers.
The delivery of quality education is gauge
with the performance of the graduates in the licensure
examination. In the field of education, the Licensure
Examination for Teachers (LET) is a tool which assesses
the preparedness of teacher education graduate to
practice the profession. This study explored the lived
experiences of the passers and non-passers in the
Licensure Examination for Teachers (LET) of the
Bukidnon State University education graduates from
the main campus, external centers, and the Certificate
of Teaching who took the professional education units
during the years 2016-2018. The experiences of the
LET-takers with the internal stakeholders and external
stakeholders were disclosed. The qualitative
phenomenological descriptive method of Creswell
(2013) was used in this study. Interviews and focus
group discussion were conducted to gather the data and
analyzed using Colaizzi (1978) as cited by Morrow and
King (2015). The total participants of the study were the
36 LET-takers comprised the 18 passers and 18 nonpassers with two (2) sampled participants from each
group. There were six (6) emergent themes transpired
from the experiences of the passers and non-passers in
LET with the internal stakeholders and the external
stakeholders. These were engaging to self-directed
undertakings; demonstrating teaching credibility;
institutional commitment for quality education;
imparting kin-based social support; exhibiting
capability and quality; and extending non-kin based
social support. An intervention plan to address the
areas of concern of the non-passers was designed.
Keywords :
Phenomenology, Licensure Examination for Teachers (LET), Passers, Non-Passers.
