CHALLENGES AND GAPS IN LET PERFORMANCE: A TRACER STUDY OF TEACHER EDUCATION GRADUATES

This study aimed to examine the challenges and gaps in the Licensure Examination for Teachers (LET) performance of Teacher Education graduates and identify factors that influence their outcomes. Employing a quantitative research design, the study utilized a survey questionnaire as the primary instrument to collect data from 30 Teacher Education graduates of St. Peter’s College, Iligan City. The respondents’ demographic profile, academic-related factors, institutional support, review and preparation strategies, personal and socio-economic factors, and teaching exposure and training were measured to determine their relationship with LET performance, including overall rating, performance in General Education, Professional Education, and Major/Specialization subjects, passing status, and number of LET attempts. Data were analyzed using mean, standard deviation, and Pearson’s r correlation coefficient to identify significant relationships between variables. The results revealed that graduates generally reported very high levels of readiness and competence across all independent variables, with personal and socio-economic factors showing the highest mean and teaching exposure the lowest. Furthermore, significant positive correlations were observed between all independent variables and LET performance indicators, indicating that demographic characteristics, academic preparation, institutional support, review strategies, and practical teaching experiences collectively influence LET outcomes. These findings suggest the importance of holistic support systems, structured review programs, and practical exposure in enhancing graduates’ licensure performance. The study provides insights for teacher education institutions to design targeted interventions and strengthen preparation programs to address gaps in LET readiness.