Readiness and Practices of Pre-Service Teacher Education Students on the Licensure Examination for Teacher
An Implication for Strategic Plan
Bibliographic Data
| ID | 22197800 |
|---|---|
| Authors | Safrazhad Akarab (corresponding author) |
| Year | 2026 |
| Volume | 7 |
| Issue | 2 |
| Publication date | 2026-06-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ShodhKosh: Journal of Visual and Performing Arts (JOURNAL) |
| Journal identifiers | ISSN: 2582-7472 • E-ISSN: 2582-7472 |
| Publisher | Granthaalayah Publications and Printers (PUBLISHER • IN) |
| DOI | 10.29121/shodhkosh.v7.i2.2026.8755 |
| OpenAlex | W7165558036 |
| Language | EN |
| References cited | 18 |
This study assesses the readiness and practices of pre-service teacher education students on the Licensure Examination for Teacher: an implication for strategic plan during the Academic Year 2024-2025. It employed descriptive-correlational research design with 200 respondents taken through purposive sampling procedure, and treated data through weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s test of correlation. The following are the findings: 1) Out of 200 student-respondents, majority are female and single, belong to family with lowest monthly income, and whose parents elementary and college level of education; 2) On the average, pre-service Teacher Education students in public HEIs in Sulu are quiet ready for LET exams; 3) On the average, pre-service Teacher Education students in public HEIs in Sulu are highly prepared for LET exams; 4) Generally, gender and parents’ educational attainment variables significantly mediate the ways how students assess the level of readiness of pre-service teacher education students for LET exams; 5) Generally, gender and parents’ educational attainment variables significantly mediate the ways how students assess the level of practices of pre-service teacher education students for LET exams; 6) Generally, level of teachers’ performance is significantly mediated by variables civil status, educational attainment, and length of service; 8) Generally, the level of teachers’ performance is positively proportionate to the level of teaching styles and motivation; and 9) This study seems to support Social Cognitive Theory Bandura (1986) and Constructivist Learning Theory Piaget (1970), Vygotsky (1978) which provide a foundation for understanding how pre-service teachers develop their knowledge and skills. Social Cognitive Theory highlights the role of self-efficacy and observational learning in shaping individual behavior and performance
Educational attainment · Licensure · Nonprobability sampling · Social cognitive theory · Social constructivism · Strategic planning · Teacher education · E-Learning and COVID-19 · Education and Communication Studies · Technology-Enhanced Education Studies
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Performance of beginning teachers in the licensure examination for teachers
College students’ reasons for leaving biomedical fields
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept
Those Who Understand
Teacher Education and the American Future
Content Knowledge for Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |