Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 9 (2025)

Licensure Exam for Teachers (LET) Elementary and Secondary Performance: Implications for Teacher Preparation 

Shiela Mae I. Segumpan | Ted Nudgent F. Tac-an | Al-moshey R. Tidal | Chelsi B. Trasmonte | Ray Butch D. Mahinay

Discipline: Education

 

Abstract:

Persistent gaps in the licensure performance of teacher education graduates in the Philippines raise urgent concerns about the alignment and effectiveness of pre-service teacher preparation. This study employed a descriptive quantitative research design utilizing archival data from the Professional Regulation Commission (PRC) on Licensure Examination for Teachers (LET) pass rates from 2014 to 2018, focusing on both the elementary and secondary levels. The objective was to analyze national passing rates, year-on-year changes, and comparative trends between Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) programs. Key findings revealed a declining trend in BEEd pass rates, reaching a low of 20.05% in 2017, while BSEd pass rates steadily improved, peaking at 41.46% in 2018. The performance gap widened sharply, from 0.95 percentage points in 2014 to 19.69 in 2018, indicating systemic deficiencies in elementary teacher education. Year-on-year trends showed volatile shifts in BEEd outcomes, particularly a significant -32.54% drop in 2017, compared to a more stable pattern of positive gains in BSEd, such as +14.74% in 2015 and +10.16% in 2017. These disparities underscore the need for differentiated, datainformed reforms, including strengthened curricular alignment, institutionalized pre-licensure diagnostics, enhanced practicum quality, and structured in-house review programs, particularly for BEEd tracks. Furthermore, this study affirms the need for targeted and systemic recalibration of teacher education programs to foster equitable licensure success and ensure high-quality classroom instruction in both elementary and secondary education.



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