Socio-Economic, Educational and Policy Determinants of Teachers’ Licensure Examination Performance: A Sequential Explanatory Approach
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This study determines the extent of the socio-economic, educational, and policy determinants influencing the performance of Teacher Education graduates in the Licensure Examination for Teachers (LET) in South Cotabato and General Santos City. Anchored on the LET Performance Enhancement Three-Tiered Theory, Schema Theory, and Expectancy–Value Theory, the research employed a sequential explanatory mixed-methods design. Quantitative data were gathered from Bachelor of Secondary Education graduates who took the LET from 2020 to 2024 using a validated and highly reliable self-made questionnaire, while qualitative data were collected through focus group discussions to further explain the statistical results. Descriptive and inferential statistics, including mean analysis and Pearson’s r, were used to determine the extent of influence and relationships among variables, followed by thematic analysis using Braun and Clarke’s framework. Findings revealed that socio-economic determinants, particularly access to review materials and supportive learning environments, exerted a high influence on LET performance. Educational determinants such as the quality of teacher preparation programs and pedagogy were likewise significant predictors, while policy determinants related to exam standards and regulatory frameworks also demonstrated substantial effects. The integration of quantitative and qualitative findings highlighted the multidimensional nature of licensure performance and underscored the need for institutional, curricular, and policy-level interventions. The study proposes a comprehensive intervention program aimed at strengthening teacher preparation and improving licensure outcomes.
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