Beyond Admission Scores: Mapping the Strongest Predictors of LET Performance in BSEd Graduates
DOI:
https://doi.org/10.26811/peuradeun.v13i2.1364Keywords:
Admission Test, College Qualifying Exams, Interview, Grade Point Average, Path Analysis, Licensure Examination for TeachersAbstract
This study looked into what factors help predict the performance of Bachelor of Secondary Education (BSEd) graduates in the Licensure Examination for Teachers (LET). It used a descriptive-correlational and longitudinal research design, applying path analysis to examine how high school grades, university admission test scores, college qualifying exam results, and interview scores affect LET results. Data from 186 graduates were used. The findings showed that high school grades and college qualifying exam scores had a strong and positive effect on LET performance. On the other hand, admission test and interview scores did not have a direct impact. A revised model based on the results showed a good fit and can help improve how students are selected and supported in teacher education programs. The findings emphasize the importance of aligning admission policies with academic competencies and offer a model that can be adapted to improve teacher education practices and licensure outcomes in both national and international contexts.
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