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School Profile and Licensure Examination Performance of Teacher Education Graduates in Northern Philippines

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School Profile and Licensure Examination Performance of Teacher Education Graduates in Northern Philippines Asia Pacific Journal of Multidisciplinary Research, Volume 8, No. 4, November 2020 ________________________________________________________________________________________________________________________ Asia Pacific Journal of School profile and licensure examination Multidisciplinary Research performance of Teacher Education graduates Vol. 8 No.4, 38-46 November 2020 in Northern Philippines P-ISSN 2350-7756 E-ISSN 2350-8442 Ariel M. Maramag (PhD)1, Conchita M. Temporal (PhD)2, www.apjmr.com Jay-cen T. Amanonce (PhD)3 ASEAN Citation Index Cagayan State University-Andrews Campus, Philippines [email protected],[email protected], [email protected] Date Received: May 31, 2020; Date Revised: October 8, 2020 Abstract –Teacher Education Institutions (TEIs) in the Philippines are making efforts to improve their performance in Licensure Examination for Teachers (LET). Curricular programs are subjected to accreditation and teachers unceasingly participateinprofessional development endeavors. This descriptive research determined the school profile (accreditation status and educational attainment of faculty) and LET performance of Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) graduates from the seven (7) campuses of a public university in Northern Philippines. Comparison of graduates’ LET performance when grouped according to school profile was investigated. Results show that BEEd graduates disclosed a dismal rating since their LET mean performance both on General Education and Professional Education are below the passing mark. Whereas, BSEd graduates have passing marks on General Education and Professional Education except for Major. Relative to school profile, graduates of TEI with higher accreditation status have significantly better LET performance than those enrolled in TEI with lower accreditation status. Thus, subjecting curricular programs to accreditations implies better passing rate in LET. Moreover, graduates of TEI where majority of faculty members are doctorate degree holders have significantly higher LET rating compared to those graduates of TEI with teachers dominated by master’s degree holders. This finding implies that teachers’ educational attainment contributes to the success of graduates in LET. With these findings, it is recommended for TEIs to continue subjecting curricular programs to accreditations and investing on teachers’ professional development. Keywords – Licensure examination performance, school profile, teacher education, accreditation status, educational attainment of faculty INTRODUCTION notablerecords of high GPAs and test scores, are of Quality tertiary education significantly matters as it higher quality than those who undertake traditional bridges the quality of work that graduates would offer teacher education programs [1]-[2]. Following the first in their employment. This quality education becomes notion is the idea that quality teaching is related with even more a pressing concern for teacher education the documents that show credence of the teacher, which institutions (TEIs) that aim to build the future of the surfaces the notion of whether all students are taught by nation through quality of teaching given to the youth. licensed teachers, as this teacher licensing is deemed an There are several notions of quality teaching where indispensable requirement in the practice of the one of which stems from a cognitive resource profession.Moreover, the impression that quality perspective which associates the mindset that teachers teaching is assumed to be predicted by the teacher’s bring into the profession. It is through this notion that beliefs, attitudes, knowledge and disposition, becomes at the onset, quality teaching is related to one’s another notion for ponderance[3]. This view of quality competence as exhibited on professional and academic teaching has been interspersed into known standards tests, which in turn, presumes a teacher’s effectiveness. such as “National Board for Professional Teaching This competence as verified by test scores is Standards” [4] and “National Council for Accreditation asignificant premise basically supporting the of Teacher Education” [5]-[6] through which contention on whether teachers from alternative accomplished teachers are certified and teacher programs like “Teach for America” who have compiled education programs are accredited, respectively. 38 P-ISSN 2350-7756 | E-ISSN 2350-8442 | ASEAN Citation Index Maramag, School profile and licensure examination performance of Teacher Education graduates… ________________________________________________________________________________________________________________________ Indeed, as affirmed by Zeichner& Conklin [7], gauged by thenational examination called the enhancing teachers’ competence has been the focus in “Licensure Examination for Teachers” (LET), the offering of various teacher education and previously known as “Philippine Board Examination professional advancementover the past decades. for Teachers” (PBET), and is administeredby the With this premise, comes the question of the quality Professional Regulation Commission (PRC). This is in of teachers produced in these programs with licensing response to the promulgation and the mandate given by as an indispensable requirement. For Wang, et al. [8] the Philippine Teachers Professionalization Act of and Darling-Hammond &Youngs [1], it is commonly 1994 which aims to measure the extent of the posited that quality teaching plays a key role in shaping competencies and knowledge acquired by teacher academic performances of students. Hence, it could not education graduates. As specifically stated, “All be denied that quality teachers have profound impact applicants for registration as professional teachers on student learning as widely recognized and shall be required to undergo a written examination acknowledged by researchers and stakeholders. The which shall be given at least once a year in such places value of quality teachers has been consistently and dates as the Board may determine upon approval demonstrated in researches, given their position as the by the Commission. Valid certificate of registration and “single most influential in-school factor in improving a valid professional license from the Commission are student learning” [9] with a lasting impact on student required before any person is allowed to practice as a outcomes [10]-[12]. This stands to reason as teachers professional teacher in the Philippines, except as are accountable in preparing diverse students to otherwise allowed under this Act” [15]-[16]. become reflective, creative, and critical thinkers which In Acosta & Acosta’s [17] study, it is unveiledthat are required in a dynamic world [11], [13]. teacher licensure significantly matters in the enactment It is with this backdrop that the Philippine of the basic education reform in the Philippine government is currently investing on education reform Education system. In particular, the Department of through the Enhanced Basic Education Program or the Education with its new Senior High School Program in K-12 Curriculum which does not only call for academic place, ascertained that classrooms are filled up with excellence but also for better teacher qualification. qualified teachers by streamlining teacher employment While it may have been professed that teachers are the in the program.It is in this context that assessing teacher single most influential factor for student success, this qualification, as evidenced by teacher licensing, does not preclude other factors that impact student warrants current education reform agenda that would learning.Subsequently, the advancement of quality tailor fit to the attainment of teacher quality and teacher preparation programs is underscored for excellence. On the other hand, debates also factor in the tertiary institutions by researchers, policymakers and possible entry of teacher applicants in academic practitioners. However, Green, et al. [14] stressed the institutions, introducing the idea about “whether or not essence of teacher preparation as this possibly factors the teaching profession needs to be opened for easy in the quality of education received by them as these entry”[18]-[19]but Stotsky [20] argues researchers averred that there is a known divergence for strengthening teacher education programs along betweenclassroom experiences and reality that to with several factors such as coursework and licensure which graduate teachers subscribe particularly in their tests. Stotskyillumines this argument by stressing that a feeling of being unprepared for the teaching profession. stronger licensing system would upscale the quality of This disparity poses the crucial question on what the teaching force - as a consequence, would upgrade teacher preparation and what factors may be student achievement. contributory to eventual licensing a teacher should have It is by understanding how teacher licensure is for the practice of the teaching profession. The strongly associated to professional development and essentiality of teacher licensure is well understood as teaching competitiveness thatteacher education mark of quality assurance in the teaching workforce as programs need to zero in on elements such as but not it establishes the beginning of teaching practice as well limited to teacher profile, accreditation status, among as the base intended to determineteacher education others. In Green et al.’s [14] study, they quoted graduateswho have
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