School profile and licensure examination performance of Teacher Education graduates in Northern Philippines

Teacher Education Institutions (TEIs) in the Philippines are making efforts to improve their performance in Licensure Examination for Teachers (LET). Curricular programs are subjected to accreditation and teachers unceasingly participateinprofessional development endeavors. This descriptiveresearch determined the school profile (accreditation status and educational attainment of faculty) and LET performance of Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) graduates from the seven (7) campuses of a public university in Northern Philippines. Comparison of graduates’ LET performance when grouped according to school profile was investigated. Results show that BEEd graduates disclosed a dismal rating since their LET mean performance both on General Education and Professional Education are below the passing mark. Whereas, BSEd graduates have passing marks on General Education and Professional Education except for Major. Relative to school profile, graduates of TEI with higher accreditation status have significantly better LET performance than those enrolled in TEI with lower accreditation status. Thus, subjecting curricular programs to accreditations implies better passing rate in LET. Moreover, graduates of TEI where majority of faculty members are doctorate degree holders have significantly higher LET rating compared to those graduates of TEI with teachers dominated by master’s degree holders. This finding implies that teachers’ educational attainment contributes to the success of graduates in LET. With these findings, it is recommended for TEIs to continue subjecting curricular programs to accreditations and investing on teachers’ professional development.

Keywords – Licensure examination performance, school profile, teacher education, accreditation status, educational attainment of faculty