Perceived Challenges and Struggles Influencing the Board Examination Performance of the Teacher Education Department of the Eastern Visayas State University – Ormoc Campus: Inputs to Improved Academic Management System

This study investigated the perceived challenges and struggles influencing the Licensure Examination for Professional Teachers (LEPT) performance of the Teacher Education Department of Eastern Visayas State University–Ormoc Campus. Specifically, it examined the perceptions of faculty members and graduates regarding the factors affecting board examination performance and identified interventions that may serve as inputs for an improved academic management system. Using a qualitative research design, data were gathered through surveys with selected faculty members and graduates using a structured questionnaire and the responses were analyzed using thematic analysis. The findings revealed that the primary challenges include inadequate student engagement and motivation, insufficient preparation for the board examination, faculty workload, limited instructional and review resources, curriculum and course alignment concerns, financial constraints among graduates, and test anxiety. Participants emphasized the need for strengthened academic support through comprehensive enhancement and review programs, improved curriculum alignment with LEPT competencies, faculty capability development, increased institutional resource allocation, stronger collaboration with accredited review centers, continuous monitoring of students' academic performance, and more rigorous admission and retention policies. The study concludes that addressing these interconnected academic, institutional, and learner-related challenges through a comprehensive academic management system can contribute to improved board examination performance and the continuous enhancement of teacher education quality.

perceived challenges and struggles, Licensure Examination for Teachers, board performance, Philippines

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