The 21st-century education paradigm and Sustainable Development Goal (SDG) 4 aimed to produce and supply highly calibrated and qualified teachers who highly possessed and adhered to skills, leadership, and capabilities aligned to the national and international qualification framework and standard. However, licensure examination is one of the hurdles for beginning teachers, and failing rates were still observed among universities and colleges in the Philippines. Hence, this study extrapolated and catechized the licensure examination success of teacher education graduates in one state university in the City of Malolos, Bulacan covering the years 2019, 2022, and 2023. This study utilized quantitative trend analysis focused on gauging and dissecting the patterns and tendencies in the numerical data based on the covered years of examination. Following the rigors of the quantitative trend analysis method, the data revealed that the trend and patterns of LET results of beginning teachers for the three consecutive years are above the national passing percentage of 75% and are satisfactory. Moreso, the beginning teachers’ satisfactory results produce a significant difference in the following: examination year, elementary education area of concentration, secondary education area of concentration, and examination components. Thus, strengthening and enhancement of the existing curricular and pre-board examination program should be intensified and reinforced to sustain and uplift the standing of the success rate of the university.

Authors:
Elmira Thrina Pelayo, Bulacan State University, Philippines
Jesson Hero, Academic Senior High School of the City of Meycauayan, Philippines

About the Presenter(s)
Dr. Elmira Thrina C. Pelayo is an Associate Professor 5 from Bulacan State University.

Connect on ResearchGate
https://www.researchgate.net/profile/Elmira-Thrina-Pelayo

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