Nurturing Future Teachers: Exploring Factors and Challenges in Board Performance of BECED Curriculum Graduates

Nurturing Future Teachers: Exploring Factors and Challenges in Board Performance of BECED Curriculum Graduates

Blessilda Grace C. Tigas¹, Glenda C. Magno, EdD ², Rosemarie C. Farro, PhD³

¹Program Coordinator (BECEd), College of Education, Bataan Peninsula State University – Dinalupihan Campus, San Ramon, Dinalupihan, Bataan, Philippines

²Dean of Instruction, College of Education, Bataan Peninsula State University – Dinalupihan Campus, San Ramon, Dinalupihan, Bataan, Philippines.

³Faculty, College of Education, Bataan Peninsula State University – Dinalupihan Campus San Ramon, Dinalupihan, Bataan, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000661

Received: 12 October 2025; Accepted: 18 October 2025; Published: 25 October 2025

ABSTRACT 

The Licensure Examination for Teachers (LET) is a crucial assessment mandated by Republic Act 7836 to regulate the teaching profession in the Philippines. At Bataan Peninsula State University Dinalupihan Campus, the Bachelor of Science in Early Childhood Education program follows CHED Memorandum Order No. 76, s. 2017. Under Republic Act 8981, the Professional Regulation Commission (PRC) grants licenses to LET passers. This study explored factors influencing Education Graduates’ LET performance using a mixed-method approach. Results showed an 89% passing rate, with review attendance significantly impacting success. Personal factors such as time management, motivation, and balancing responsibilities played a key role. A proposed intervention plan aims to address challenges and enhance future LET performance.

Keyword: Assessment, Board Examination, Challenges

PROJECT BACKGROUND AND JUSTIFICATION

Early Childhood Education is the foundation of learning when children start to learn the basic skills. The Philippine Republic Act 8980: Early Childhood Care and Development Act, is an act promulgating a comprehensive policy and a national system for Early Childhood Care and Development, providing funds therefore and for other purpose. Early Childhood Care and Development (ECCD) System refers to the full range of health, nutrition, early education and social services programs that provide for the basic holistic needs of young children from birth to age six, to promote their optimum growth and development.  Republic Act 10157 or the kindergarten law institutionalized as part of the k-12 curriculum under the basic education. It is a mandatory and compulsory entrance for Grade 1. In support to this law and in support to DepEd Order No. 32, s. 2012, its implementing rules and regulations (IRR) specifically Rule V of Section 10 and Rule VII of Section 16.2, concerning the hiring and deployment of kindergarten teachers. A teacher applicant must have a degree in early childhood education or diploma certificate in early childhood education and must be a holder of LET or PBET licensure.

As continuously improve the quality of education there is a series of systematic reviews of educational programs. The program accreditation of State Universities and Colleges in the Philippines is carried out by a non-profit and accrediting body known as the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP).    In the accreditation process, one of the areas being measured is Curriculum and Instruction. Regular reviews and revisions of the curriculum are conducted to evaluate and improve the program curriculum. The university believed that in order to produced quality learners we must serve them a quality curriculum. A curriculum that will help them to become a professional and licensed teacher. A curriculum that focuses on early theories, strategies and approaches that are applicable to early childhood education.

Bataan Peninsula State University Dinalupihan Campus (BPSU-DC) offers Bachelor of Science in Early Childhood Education (BECED). The said curricular programs are in accordance with the CHED Memorandum Order No. 76, s. 2017 which stipulates the new PSG for BECEd. Republic Act 8981 or Philippine Regulatory Commission (PRC) implements certificate of registration and valid professional license specifically for passed education graduates in Licensure Examination for Teachers (PRC, 2000). The agency monitors the performance of universities and ensures the global competency and modernization of teaching interventions by teachers in the Philippines and uplifts their performance for professional strategy (Castillo et al, 2000), Garcia, 2010) and (Figuerres, 2010). In line with this, the academe assures the effectiveness of their educational programs through analyzing determinants of Education Graduates’ Performance in Licensure Examination for Teachers.

RELATED LITERATURE AND STUDIES

The Licensure Examination for Teachers (LET) is a mandatory assessment for individuals seeking registration as professional educators, in accordance with RA 7836 (Act to strengthen the regulation and supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and for Other Purposes). The LET, which is conducted twice a year, attracts the highest number of examinees and is held at locations and dates determined by the Board of Professional Teachers.  The findings of the study of Dolores (2015), revealed that it is vital that teacher, school, and student factors are studied very well so that graduates’ will surely make it in the board examination for teachers. The amount and quality of education an education graduate receives is a logical place to start for determining teachers’ LET performance.

Moreover, in the study of Orlanda-Ventayen, (2020), revealed that teacher education graduates and the licensure examination for teachers (LET).   Passing the licensure examination gives a high reputation and honor to teacher aspirants and gives an edge compared to non-LET teacher applicants. To pass the qualifying examination, examinees in   BEEd, applicants must have at least a 75% average.  Scores rate comes to 35 from 40% in general education and  60%  in professional education.   For   BSEd graduate examinees, they must have at least 75% as well, 40% from professional education, 40% from specialization, and 20% from general education. In general, it has been found that there is a vital role in academic performance in LET’s   overall performance of graduates. Teacher education institutions must strictly screen upcoming enrollees considering 85 and up as the general average for the better    LET performance rating by an institution. Improve quality education. The faculty-related factor is also a predictor of LET performance. Faculty members must be equipped with knowledge, skills, and values that could be a vital factor in producing competitive and high-caliber teachers in the teaching industry, and school administrators could play a pivotal role as well. Prepare students by preparing examinations in line with the licensure examination. Their study has revealed that there is a significant relationship between LET performance in gender, secondary school average, college entrance exam score,  and attendance to review class,  on the other hand, there is no significant relationship when it comes to age. It also found out that there was a significant relationship between academic performance and LET performance, especially in GenEd, ProfEd, and Major subjects.

The study of Puertos (2015), was undertaken to determine the LET performance of the BSE and BEED graduates from 2011 to 2014. Specifically, this study sought to determine the LET performance of the graduates in three subject areas included in the board exam namely general education, major subjects, and professional education; to determine whether general weighted average (GWA) and pre-board performance were significantly correlated to LET Performance and whether the two independent variables can significantly predict the outcome of Licensure Examination for Teachers. Findings revealed that the LET performance of the LDCU graduates for the last four years was low for general education, moderate for major subjects, and high for professional education. Results for the computations of correlation showed that General Weighted Average (GWA) and LET performance have a moderate positive correlation whereas pre-board and LET performance have a high positive correlation. Lastly, Results of the computation of linear regression reveal that both GWA and pre-board performance can significantly predict the outcome of the licensure examination for teachers.

The study of Briones (2021,) revealed that between the factors, intrinsic is the highest motivating factor. Respondents believe that to pass the board exam, their effort to develop their skills will bring them success. They also believe that providing material things and other support for their family as an external motivation will just follow. The test on significant difference revealed that students’ perception of motivation from among colleges have no significant difference. However, between the factors, a significant difference was noted. Activities on study habits and skills formation of students will boost intrinsic motivation and family-centered activities were seen as an effective intervention program. Respondents believe that their effort in developing their skills is crucial for passing the board exam and achieving success. This underscores the importance of self-directed learning and continuous improvement in academic performance.

Graduates of TEI with higher levels of accreditation status showed significantly higher LET ratings compared to those graduates of TEI with lower levels of accreditation status. It can be conjectured that subjecting TEI’s curricular programs to accreditation will improve the LET performance of graduates since the ultimate goal of undergoing accreditations is to attain the specified standard of educational quality. Furthermore, graduates who were enrolled in a TEI dominated by teachers who are doctorate holders have significantly better LET performance than those enrolled in TEI where most of the faculty members are master’s degree holders. This implies that the educational attainment of faculty contributes to the success of graduates in LET. (Maramag et al., 2020)

The state of being prepared to take the Licensure Examination is a result of myriad factors that need to be elucidated and analyzed for the benefit of the students and examinees. Some of these factors were explored descriptively in this study. Its main goal is to assess the BSED and BEED 2014 graduating class’ need for review in preparation for the Licensure Examination for Teachers. As the time gap between graduation and the schedule of the licensure examination is crucial, the study determined the respondents’ work plans after graduation as well as their plans relative to the Licensure Examination for Teachers. It also surveyed their content knowledge in professional education courses, general education and content courses for BEED, and specialization courses for BSED taking into consideration that this content knowledge would affect their performance in the Licensure examination.

The findings of the study can be synthesized as follows. The majority of respondents planned to work soon after graduation. Further, the majority of respondents intended to take the Licensure Examination for Teachers the soon time possible. In preparation for this examination, most respondents would review either in a review center or rather do it independently. In terms of content knowledge, it was concluded that although both groups of respondents have good content knowledge in the professional education courses, general education courses, and their specialization, BSED students have better content knowledge than BEEd students. (Aquino et al., 2015)

However, Navarro (2011), determined that the UNP College Admission Test (UNP CAT), Nursing Aptitude Test (NAT), and academic performance are significant predictors of the Nursing Board Examination Performance of the graduates of the University of Northern Philippines for the period 2006-2009. The majority of the Nursing graduates performed at a good level in the UNP-CAT, and a very good level in their academics. Most performed at an average passed level in the NAT, and the majority, at a fair level, in the Nursing Board Examination. The UNP-CAT, NAT, and academic performance, taken singly and as a whole are significant predictors of performance in the Nursing Board Examination. The UNP-CAT, Nursing Aptitude Test, and Academic Performance taken singly and as a whole are significant predictors of performance in the Nursing Board Examination. Students who perform better in the UNP-CAT, NAT, and in their academics, tend to perform better in the board examination. Academic performance as the best predictor underscores the importance of the kind of education and training the university provides to it student

The purpose of this research is to determine the factors and challenges affecting the performance of our BECEd graduates in the licensure examination for teachers. The result of this study will also help the university in the improvement of its curriculum.

Conceptual Framework of the Study

Figure 1 The Paradigm of the Study

This study utilized the Input-Process-Output Approach.  In the Input phase, it reflects the profile of the respondents, factors, and challenges influencing the performance influencing the BLEPT performance, and the significant difference in the factors influencing the BLEPT performance when grouped according to profile.

The process phase shows how the data was gathered using a questionnaire and interview as the main tools.  The quantitative data treated statistically using percentage, weighted mean, T-Test, and Analysis of Variance while the qualitative data will be coded and analyzed using QDA Miner Lite software.

In the output phase, an intervention plan will be proposed based on the results. Lastly, feed backing mechanism is essential for continuous monitoring.

Research Objectives

This study aims to determine the factors and challenges influencing the performance in the Board Licensure Examination for Teachers (BLEPT).

Specifically, the study seeks to answer the following:

1. Describe the profile of the respondents in terms of:
   • sex,
   • BLEPT performance (passer or non-passer)
   • attendance to Review Program
2. Describe the factors influencing the performance in the Board Licensure Examination for Teachers in terms of:

2.1 student/personal factor

2.2 school factor and

2.3 home-related/family factor?

3. Discover the challenges met by the respondents that affect their performance in the board exam.
4. Is there a significant difference in the factors influencing the BLEPT performance when grouped according to profile?
5. What is the proposed intervention plan based on the findings?

METHODOLOGY

Research Design.

The study utilized the mixed method of descriptive phenomenology. In gathering the quantitative data, a researcher-made survey tool was used to determine the profile and the factors influencing the performance on the Board Examination for Teachers of the graduates. The survey tool was validated thru a pilot test and was subjected to Cronbach alpha analysis.  In addition, a semi-structured interview was used for the qualitative part.  Manual coding of qualitative data was employed using QDR Miner lite software.  The responses of the participants in Filipino were translated first into English before the analysis.  The English transcripts was analyzed using a thematic three-phase analysis.

Population and Study Locale

The population of the study consisted of 22 graduates of the Bachelor of Early Childhood Education program from Batch 2022 who took the board examination for teachers on March 19, 2023

Sampling Design

The sampling design used in this study was total enumeration in the quantitative aspect of the study, while 10 to 15 participants were selected for interviews in the qualitative segment.

Inclusion/Exclusion Criteria/Score and Delimitation

All BPSU-DC graduates from BECED Batch 2022 who took the exam on March 19, 2023 are the respondents were included while BLEPT takers on March 19, 2023 from other batches were not included in the study.

Variables to be investigated 

The variables that were investigated in this study were respondents’ profiles like sex, program/major, BLEPT passer, or non-passer. It also covered the factors that influence BLEPT performance and challenges

Statistical and Data Analysis Plan 

Since the study used the mixed method of research that requires Quantitative analysis, therefore in the Data, the study used Percentage, Weighted Mean, and   Mann-Whitney U-test .   However, in the Qualitative Data, a QDR Miner Lite analysis software was utilized further.

Ethical consideration

The confidentiality was employed before the administration of the research instrument.  Proper protocols and procedures were done including the informed consent which was attached to the said survey tool. The informed consent is attached to the survey tool. Ensuring that participants are fully aware of the purpose. Only BLEPT takers who wanted to participate in the interview were asked. This was done by assuring the secrecy and confidentiality of the collected data used to write the study and enriching the educational practice.

RESULTS AND DISCUSSIONS

Part I. Profile of the Respondents

Table 1 presents the profile of the respondents in terms of sex; BLEPT performance; and attendance to review program.

Table 1 Profile of the Student Respondents

The result of the descriptive analysis indicates that there are 19 total respondents. Data reveals that 18 or 94.74% of the respondents are female, while there is only 1 or 5.26% male. As to the BLEPT performance, 17 or 89.47% are passers, while 2 or 10.53% are non-passers.

In terms of attendance to review program, 14 or 73.68% have attended a review program, while 5 or 26.32% have not attended a review program. Among the respondents, 17 passed the licensure examination while 2 did not pass. This indicate that the majority of the respondents passed the licensure examination for teachers.  In attending the review program, 14 respondents reported attending review center in preparation for the exam while 5 of the respondents did not attend a review program.

Part II. Influencing Factors to BLEPT Performance

Table 2 describes the factors influencing the performance in the Board Licensure Examination for Teachers in terms of student/personal factor; school factor; and home-related/family factor.

Table 2 Personal Factors Influencing to BLEPT Performance

The result of the descriptive analysis shows that the respondents have indicated that personal factor (Mean =4.26, SD=0.46) have a very great influence on their performance in the Board Licensure Examination for Teachers. Among the indicators, it can be gleaned that the highest mean is provided by the respondents in indicator 1 (Mean=4.79, SD=0.42) indicating that the respondents internal motivation has a very great influence in achieving goals, while the lowest mean is on indicator 6 (Mean=3.89, SD=0.88) which indicates that respondents consider it to great extent.

The study of Albite (2019), indicate that BEEd topnotchers preparations consisted of the following: goal setting and knowing oneself; interest in reading and overlearning the material; being test-wise and understanding the nature of the LET; and attending a LET review program and committing to it. Five strong contributory attributes were also revealed such as: having metacognitive test-taking skill; strong faith in God; good support system; solid foundation in college; and active participation in a study group. The study underscores the value of external support systems, such as attending LET review programs and active participation in study groups. This insight highlights the importance of leveraging communal resources and seeking guidance from experienced educators to augment individual preparation efforts.

In the study of Villaflores (2023), revealed that there is significant relationship between confidence and commitment. These findings suggest that educators can enhance student preparedness and commitment to taking the LET by providing review sessions and support from peers and significant others. Additionally, promoting a growth mindset that views failures as opportunities for growth and learning may improve student confidence in taking licensure exams. By fostering a supportive learning environment, promoting a growth mindset, and providing structured review sessions, educators can empower students to approach licensure exams with confidence, commitment, and resilience, thereby maximizing their chances of success.

Table 3 School Factors Influencing  to BLEPT Performance

In terms of School Factor, (Mean =4.48, SD=0.41), which suggest that the respondents, on the average, consider it as having very great influence in their BLEPT performance. Among the indicators, it can be gleaned that the highest mean is provided by the respondents in indicator 3 (Mean=4.63, SD=0.50) interpreted as very great extent, while the lowest mean is on indicator 7 (Mean=4.32, SD=0.58) which also interpreted as very great influence.

The study of Maramag, et al., (2020), revealed that Graduates of TEI with higher level of accreditation status showed significantly higher LET ratings compared to those graduates of TEI with lower level of accreditation status. It can be conjectured that subjecting TEI’s curricular programs to accreditation will improve the LET performance of graduates since the ultimate goal of undergoing accreditations is to attain specified standard of educational quality. Furthermore, graduates who were enrolled in a TEI dominated by teachers who are doctorate degree holders have significantly better LET performance than those enrolled in TEI where most of the faculty members are master’s degree holders. This implies that educational attainment of faculty contributes to the success of graduates in LET. This finding emphasizes the impact of the accreditation, profile of the school and the profile of the teachers on student outcomes. The expertise of the faculty corresponds to the with improved preparedness for graduate’s licensure examination. This insight underscores the value in investigating in faculty development and enhancing educational qualification for faculty members.

Table 4 Home-Related Factors Influencing to BLEPT Performance

Legend: 4.20 – 5.00 Very Great Extent, 3.40 – 4.19 Great Extent; 2.60 – 3.39 Moderate Extent; 1.80 – 2.59 Low Extent;  1.00 – 1.79 Very Low Extent

As to the Home Related Factors (Mean=4.26, SD=0.64) construed as very great extent, in terms of its influence to their BLEPT performance. It can be gleaned that the highest mean is provided by the respondents in indicator 2 (Mean=4.58, SD=0.61) indicating very great extent, while the lowest mean is on indicator 4 (Mean=3.84, SD=0.96) which is translated as great extent.

According to the study of Briones (2021), It is asserted that the endeavor exerted by individuals to hone their skills significantly contributes to their success. Additionally, respondents expressed a belief in the efficacy of providing material resources and other forms of support for their families as external motivators. Engaging in activities aimed at fostering better study habits and skill development among students is posited to enhance intrinsic motivation. Moreover, integrating family-centered activities into intervention programs is recognized as a potent strategy for promoting academic success.

Part III. Challenges met by the respondents that affect their performance in the board exam

In the qualitative part of the research, LET takers describe challenges in terms of reviewing resources, Financial Instability, Family Factor, Low self-esteem and time management. Time Management was identified the major response his is evidently indicated in the response stated by some of the respondents like “I would say that the greatest challenge during my preparation for the board is when I try to allot adequate time for both the review on weekends and my teaching job on weekdays.” And “Having a full-time work is one of the challenges that I have during my review and preparation for the exam. I usually have only the weekends to attend the review and I do self-review during weekdays after work. This challenged me to the extent that I questioned my ability to pass the examination.”

Some of the board takers having family problem and financial instability during their preparation in the exam which became apparent through their responses “Number one is the pressure. I’m the second in the family who took the LET exam. Second is financial, but above all, the motivation what really kicks in me” and “To be honest, I had a lot of problems especially when I was currently reviewing for the board exam, family problems”.

Furthermore, LET takers handle the challenges effectively by preparing themselves by attending classes to review center. Some takers are emotionally prepared.  The responses are shown this way “All that challenges I encountered help me to be determine to passed the board exam, and I used everything I learned in the review center to passed the board exam for teachers” and “I made this challenge my motivation to pass the board. I keep in mind that if I pass the board while having a full-time work, I will make not only my parents proud but also myself as I was able to achieve my goal despite having limited time for preparation”.

These challenges mentioned by the LET takers could be covered up by designing proposed programs intended for graduating students.

Part IV. Comparison

Table 5 presents the differences between the responses of the respondents on the factors influencing their BLEPT performance when grouped according to sex, BLEPT performance, and attendance to review program.

Table 5 Comparison in terms of Sex

At .05 level of Significance

The result of the analysis using Mann-Whitney U-test, which is a non-parametric statistical technique, indicates that there is no enough evidence to claim that there exist a significant difference in the responses of the respondents in terms of personal factors (U=1.00, p=.211), school factors (U=2.50, p=.316), and home-related factors (U=1.50, p=.211),  when they are group according to sex, as provided by the p-values which are lesser than the alpha of .05 thus failing to reject the null hypothesis. This suggests that, for the factors studied, males and females share similar experiences. The findings support the idea that interventions can be gender-neutral in addressing these aspects.

Fontejón-Bonior and Dela Rama (2018) found that Silliman University College of Education (SUCOE) effectively prepares students for teacher exams, with sex not playing a significant role. The present study reinforces this by revealing no notable sex differences in personal, school, and home factors. In summary, the previous and the present studies’ success in preparing students for exams appears consistent across sexes.

Table 6 Comparison in terms of BLEPT Performance

at .05 level of Significance

The result of the analysis using Mann-Whitney U-test, which is a non-parametric statistical technique, indicates that there is no enough evidence to claim that there exists a significant difference in the responses of the respondents in terms of personal factors (U=8.50, p=.292), school factors (U=14.00, p=.749), and home-related factors (U=13.00, p=.655),  when they are group according to BLEPT performance, as provided by the p-values which are lesser than the alpha of .05 thus failing to reject the null hypothesis.

Bansiong’s (2019) focus on academic predictors like High School Grade Point Average (HSGPA), Intelligence Quotient (IQ), General Scholastic Aptitude (GSA), and Competency Appraisal Summative Test (CAST) scores highlights the importance of a tough academic foundation in predicting teacher education graduates’ success in licensure examinations. Similarly, the second study, investigating non-academic factors, suggests that these elements may not significantly differ among individuals with varying Board Licensure Examination for Professional Teachers (BLEPT) performances. Together, these findings underscore the necessity for a comprehensive approach to teacher preparation, recognizing the intricate interplay between academic and non-academic dimensions. Bansiong’s policy sanctions based on academic predictors align with the need for strategic interventions, while the second study emphasizes the importance of tailoring approaches to address diverse individual needs. In essence, an effective teacher preparation program should seamlessly integrate academic excellence with personalized attention to non-academic factors, ensuring a well-rounded and successful transition to the teaching profession.

Table 7 Comparison in terms of Attendance to Review Program

at .05 level of Significance

The result of the analysis using Mann-Whitney U-test, which is a non-parametric statistical technique, indicates that there is no enough evidence to claim that there exist a significant difference in the responses of the respondents in terms of personal factors (U=25.00, p=.391), and home-related factors (U=29.50, p=.622),  when they are group according to sex, as provided by the p-values which are lesser than the alpha of .05 thus failing to reject the null hypothesis. However, it can be gleaned that there exists a significant difference in terms of school factors (U=12.50, p=.034), as provided by the p-value which is lesser than the alpha of .05 thus, rejecting the null hypothesis.

The findings from Aquino et al., (2015), revealed that graduating class need for review preparation  for the Licensure Examination for teachers. As the time gap between graduation and the schedule of the licensure examination is crucial, the study determined the respondents  work plans after graduation as well as their plans relative to licensure examination. It also surveyed their content knowledge in professional education courses, general education and content courses. In preparation for this examination, most respondents would review either in a review center or would rather do it on their own. The study identifies the main strategies of the LET takers

Part V. Proposed Intervention Plan

The study’s findings show that, when respondents are categorized by sex and attendance at the program, there is no significant difference in personal or home-related factors; however, there is a significant difference in school-related factors based on attendance at the program. An intervention plan is prepared.

CONCLUSION

The following conclusions can be drawn in contrast to the important findings.

1. The majority of the respondents passed the licensure examination for teachers.
2. The majority of the respondents reported attending the review center in preparation for the licensure examination.
3. LET takers describe challenges in terms of reviewing resources, financial Instability, Family Factors, Low self-esteem, and time management School Factors, suggest that the respondents, on average, consider it as having a very great influence in their BLEPT performance.
4. There is a significant difference in school factors in terms of attending a review program of the LET takers.

RECOMMENDATIONS

In view of the results of this study, the following recommendations are hereby proposed:

1. Intense review implementing in the areas of general education and major subjects into preparing graduates for the licensure examination.
2. Conduct comprehensive mock board and let the student know the result of the mock board exam.
3. Conduct a free review session for students who didn’t enroll in a review center and for those takers who want to participate in the review program.
4. Conduct an intervention program for retakers to achieve high passing rate of the program.

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