Licensure Examination Performance Determinants: Basis for a LET Readiness Model

The Licensure Examination for Teachers (LET) is an important measure of teacher competence and the effectiveness of teacher education programs. This study examined the determinants of LET performance among Bachelor of Elementary Education graduates and developed a LET Readiness Model using an explanatory sequential mixed-methods design. Quantitative data were collected from 70 graduates through institutional records and structured questionnaires and analyzed using descriptive statistics, chi-square tests of independence, and Cramer's V. Subsequently, semi-structured interviews with 15 purposively selected graduates were analyzed using thematic analysis to explain and expand the quantitative findings. Results showed that demographic variables, including sex, age, and socioeconomic status, were not significantly associated with LET performance. In contrast, College Admission Test performance was significantly associated with General Weighted Average, teaching internship performance, and General Education ratings, indicating that academic preparedness contributes to later academic success. Qualitative findings identified five themes influencing LET readiness: purposeful preparation, faith and social support, financial and practical challenges, psychological resilience, and holistic readiness. Integration of the quantitative and qualitative findings demonstrated that successful LET performance results from the interaction of academic preparedness, experiential learning, structured review, psychosocial resilience, and supportive learning environments. These findings informed the development of the LET Readiness Model, which provides an evidence-based framework for strengthening teacher preparation and improving licensure outcomes. The model offers practical guidance for teacher education institutions seeking to enhance graduates' readiness for professional practice.