Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 9 (2024)

Failure to Success: The Lived Experiences of Retakers of the Elementary School Licensure Examination for Teachers

Hannah Victoria Paler | Kristy Jane R Muegna

Discipline: Education

 

Abstract:

This qualitative research study examines the experiences and coping mechanisms of individuals retaking the Elementary Licensure Examination for Teachers. It highlights the struggles with motivation, work-study balance, knowledge gaps, and emotional challenges faced by 14 Bachelor of Elementary Education graduates from Kapalong College of Agriculture, Sciences and Technology. To overcome these, they adopted improved study techniques, mentorship, emotional support, and positivity. The research emphasizes the importance of practice tests, community engagement, strong support networks, and well-being for effective exam preparation. This research sheds light on the resilience of Elementary LET retakers and the profound influence of personalized support mechanisms. It calls upon educational institutions to bolster retakers' prospects through specialized review sessions and innovative tools such as the Competency Skills Appraisal. The study questions traditional metrics of success in licensure examinations, proposing that individualized review programs are the cornerstone of success. It demonstrates that well-informed educational strategies can markedly enhance the effectiveness of support provided. The research emphasizes the necessity of a comprehensive preparation regimen that incorporates efficient study techniques, guidance, and emotional reinforcement to elevate pass rates. The pivotal role of practice tests and review centers in equipping retakers is also highlighted. Ultimately, the study advocates for the adoption of bespoke review programs that are instrumental in maximizing exam preparedness, underscoring the importance of self-driven learning, systematic study habits, and the sustenance of well-being.



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