Abstract
This study was a descriptive-correlational study that analyzed the perceptions on the factors affecting the passing rate of students in Licensure Exams for Teachers (LET) in Sulu State College (SCC). Quota sampling (n=100) was used to sample the participants from different school/college/departments in SCC. The primary participants were faculties from School of Education, School of Arts and Sciences, SSC Senior High School, SSC Laboratory High School, Other SCC departments with License for Public Teachers (LPT). A survey questionnaire was developed to elicit the responses from the faculty and staff with four scales—(i) Student-related factors, (ii) School-related factors, (iii) Home-related factors, and (iv) Teacher-related factors. Findings indicated that for SCC faculty and staff, the student-related factors, school-related factors, home-related factors, and teacher-related factors most likely influenced the student’s outcomes in LET. There were also significant correlations observed between the variables from high (home-teacher factors), moderate (student-school, home-school, teacher-school factors), and low (student-home, teacher-student factors) correlation levels. Recognizing the salience of student-related challenges, such as socio-economic backgrounds, motivation, and study habits, underscores the importance of providing targeted support mechanisms to address these issues. Similarly, focusing on enhancing school-related factors, such as curriculum design, teaching quality, and support services, can contribute to creating conducive learning environments conducive to students' success.
Publisher
Stratworks Research Incorporated