Predictors of LET Performance as Basis for Admission Policy in Teacher Education Curricular Programs

The College of Education (COE) graduates’ success in the Licensure Examination for Teachers (LET) is crucial to the school performance as required from SUC Levelling, granting of PBB, ISO, and accreditation. This study aims to develop a criterion-referenced admission policy for a state college based on the predictors of LET performance. Quantitative descriptive research method was utilized in the study using documentary analyses. Based on the records of the 2017 Teacher Education Graduates, the possible predictors are HS Grade (HS GRADE), IQ, and other verbal, numerical, psychological, and logical reasoning tests. The Multiple Regression Analysis showed that HS Grade, IQ, Spelling, and Mechanical Reasoning are the significant predictors of LET Performance. The combination of the different values of HS Grade, IQ, S, and MR, when substituted into the multiple regression equation should yield a minimum predicted LET Rating of 75, for freshmen applicants to be granted admission to the COE. This criterion-referenced admission policy for the Teacher Education freshmen applicants would ensure a high performance in the LET Board Examination and would consequently improve the performance of BISCAST as an SUC.

Keywords: High School Grade, IQ, Spelling, Mechanical Reasoning