Universal Journal of Educational Research Vol. 8(3), pp. 835 - 843
DOI: 10.13189/ujer.2020.080314
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Predictors of Performance in Licensure Examination for Teachers


Marie Ann Gladys G. Delos Angeles *
CIT College Research Office, Cagayan State University Aparri, Cagayan, Philippines

ABSTRACT

The study aimed to identify variables that best predict the performance of the Teacher Education graduates of a university in Cagayan Valley, Philippines. It aimed to assess the quality of the process variables namely: curriculum and instruction. The descriptive correlation research design was employed, and appropriate descriptive statistics were used. Determination of predictors of the teacher licensure performance was done through Regression analysis. Two sets of questionnaires were administered to respondents who were determined using a purposive-snowball sampling technique. The results of the study revealed that variables clustered along the quality of curriculum and qualities of instruction are the variables most significantly related to LET performance. Attainment of course objectives, the relevance of course requirements and mastery of the subject matter were the curriculum variables significantly related to LET performance. On instructional quality, the relevance of written requirements and performance of instructors are highly significant to LET performance. The strongest predictors of LET performance identified in this study are professors’ mastery of the subject matter and the quality of the content of the general education courses.

KEYWORDS
Curriculum, Higher Education, Instructional Quality, Licensure Examination Performance, Predictors

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Marie Ann Gladys G. Delos Angeles , "Predictors of Performance in Licensure Examination for Teachers," Universal Journal of Educational Research, Vol. 8, No. 3, pp. 835 - 843, 2020. DOI: 10.13189/ujer.2020.080314.

(b). APA Format:
Marie Ann Gladys G. Delos Angeles (2020). Predictors of Performance in Licensure Examination for Teachers. Universal Journal of Educational Research, 8(3), 835 - 843. DOI: 10.13189/ujer.2020.080314.