From Setbacks to Success: The Lived Experiences of Retakers of the Licensure Examination for Teachers

Kaizer Iris Banay

doi:10.35974/isc.v11i4.3617

Authors

Kaizer Iris Banay South Philippine Adventist College

https://doi.org/10.35974/isc.v11i4.3617

Keywords:

resilience, retakers, Licensure Examination for Teachers, Phenomenology

Abstract

This study explores the lived experiences of retakers of the Licensure Examination for Teachers through the lens of hermeneutic phenomenology, using the existential lifeworld elements of temporality, spatiality, relationality, corporeality, and materiality. The primary objective is to understand the journey of retakers, highlighting the challenges they face and the resilience they develop over time. The study employs qualitative methods, including in-depth interviews, to gather insights into the subjective experiences of retakers. Key findings reveal that retakers navigate significant emotional setbacks, such as disappointment and self-doubt, which eventually evolve into determination and a sense of redemption upon passing the exam. The study also underscores the importance of support systems, including encouragement from family, friends, and faith, as well as the role of personal motivation and a conducive study environment in sustaining resilience. The research contributes valuable insights into the complex dynamics of failure and persistence, emphasizing the need for tailored support from educational institutions, policymakers, and mental health professionals. By highlighting the lived experiences of retakers, this study offers implications for enhancing support structures and reducing stigma, ultimately fostering a more inclusive and empathetic approach to the licensure process.

Article Metrics

Downloads

Download data is not yet available.

References

Abrea, R., Gayeta, N., Comia, R., & Reyes, J. (2019). Relationship Of Student Teaching and Comprehensive Examination In The Licensure Examination For Teachers (LET) Performance Of Teacher Education Graduates. International Journal of Research - Granthaalayah, 7(7), 218-225. doi.org/10.5281/zenodo.3358093.

Acosta, A., & Acosta, I. (2016). Does teacher licensure matter? Basic education reform in the Philippine education system. International Journal of Education, 8(4), 73.

Amanonce, J., & Maramag, A. (2020). Licensure Examination Performance and Academic Achievement of Teacher Education Graduates. International Journal of Evaluation and Research in Education, 9(3), 510-516.

Anoita, B. S., Tiatri, S., & Sari, M. P. (2020, December). The relationship between fear of failure and student academic achievement with procrastination as mediating variable. In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020) (pp. 538-543). Atlantis Press.

Basadre, K. C., Penarejo, R., & Ngo, C. G. (2024). Unshadowing the Stories of Yesterday’s Failed Battle of Let Examinees. International Journal Corner of Educational Research

Baylan, S. (2018). “Trend of performance in board licensure examination for professional teachers in selected Philippine teacher education institutions: Policy recommendation. International Journal for Innovative Research in Multidisciplinary Field, 4(10), p. 334-340.

Bisson, K. H. (2017). The effect of anxiety and depression on college students’ academic performance: Exploring social support as a moderator.

Castrillon, C. (2019, November 20). Why Failure Leads To Career Success. Forbes.https://www.forbes.com/sites/carolinecastrillon/2019/11/20/why-failure-leads-to-career-success/?sh=606ee1da7578

Chang, M. L., & Taxer, J. (2021). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369.

Goodboy, A. K., Bolkan, S., Shin, M., & Chiasson, R. M. (2022). Affective and interest consequences of lecture misbehaviors for students with mastery goals. Communication Education, 71(3), 223-243.

Choi, J., & Prins, E. (2023). North Korean women entrepreneurs learning from failure. International Review of Education, 1-20.

CohenMiller, A. S., Schnackenberg, H., & Demers, D. (2020). Rigid flexibility: Seeing the opportunities in “failed” qualitative research. International Journal of Qualitative Methods, 19,

Dagdag, J., Sarmiento, C. S., & Ibale, J. C. (2017). Examining the factors of Licensure Examination for Teachers performance for program strategy enhancement. Asia Pacific Journal of Multidisciplinary Research, 5(4), 34-39.

Delamarter, J., & Wiederholt, K. (2020). The affective vs. the academic: A quantitative study of pre-service teachers’ expected impact on their future students. Action in Teacher Education, 42(2), 137-148.

Dunn, M. B. (2022). When teachers lose loved ones: Affective practices in teachers’ accounts of addressing loss in literature instruction. Reading Research Quarterly, 57(3), 1049-1064.

Edwards, F. (2021). The influence of emotion on preservice teachers as they learn to assess student learning. Australian Journal of Teacher Education (Online), 46(4), 16-34.

Evans, K. (2019). Preservice Teachers and Perceived Stress: A Comparative Study.

Firmin, M. W., Hwang, C. E., Copella, M., & Clark, S. (2004). Learned helplessness: The effect of failure on test-taking. Education, 124(4), 688.

Fiscal, R., & & Roman, A. (2022). Pre-Licensure Examination as Predictor of Licensure Examination for Teachers Result. International Journal of Evaluation and Research in Education, 11(1), 136-142.

Gatan, D. B., Sumande, C. T., & Bactasa, M. F. (2019). A Closer Analysis on the Performance of the PUPQC BBTE Graduates in the Licensure Examination for Teachers (2015-2018). Journal on School Educational Technology, 15(1).

Green, A., McKenzie, J., Lewis, T. J., & & Poch, A. (2021). From NCLB to ESSA: Implications for teacher preparation and policy. Journal of Disability Policy Studies, 32(3), 204-211.

Grunzke, R. Z., Young, C. L., & Russell, C. S. (2020). Transfer Student Success on Professional Licensure Assessments for Future Educators. Intersection: A Journal at the Intersection of Assessment and Learning, 1(4), 16763.

Han, D. (2023). Montessori for Adults: How Do We Raise Innovators?. Montessori Life: A Publication of the American Montessori Society, 35(1), 54-57.

Hilppö, J., & Stevens, R. (2020). “Failure is just another try”: Re-framing failure in school through the FUSE studio approach. International Journal of Educational Research, 99, 101494.

Hou, Z., Wang, Y., Li, L., & Song, J. (2022). The impact of current failures on predicted well-being for future success: Different mechanisms of action in high and low self-threat situations. Frontiers in Psychology, 13, 954583.

Llego, M. A. (2021). Top reasons why most takers fail the Licensure Examination for Teachers (LET). TeacherPH.

Lundqvist, U. (2019). Smart, smarter, smartest: competition and linked identities in a Danish school. Anthropology & Education Quarterly, 50(2), 205-222.

Lutovac, S. (2019). Pre-service mathematics teachers’ narrated failure: Stories of resilience. International Journal of Educational Research, 98, 237-244.

Mallari, D. D., Tadeo, D. R., & Tiqui, G. D. Simulated licensure examination for teachers (SLET) as a predictor of pre-service teachers’ success in the licensure examination for teachers (LET).

Manen, M. van (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.

Mateo, J. (2017). “Teacher performance in board exams worsening”. The Philippine Star [Online].

McKay 2019. Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development, VOL. 47, NO. 3, 379–394.

Metalsky, G. I., Joiner, T. E., Hardin, T. S., & Abramson, L. Y. (1993). Depressive reactions to failure in a naturalistic setting: a test of the hopelessness and self-esteem theories of depression. Journal of abnormal psychology, 102(1), 101.

Miller and Shifflet 2016. Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development, VOL. 47, NO. 3, 379–394.

Nool, N., & Ladia, M. (2017). Trend of performance in the licensure examination of teacher education institutions in Central Luzon, Philippines. International Journal of Applied Engineering Research, 12(24), pp. 15734-15745.

Noonan, D. (2019). Failure found to be an essential prerequisite for success. Scientific American.

Orehek, E., & Kruglanski, A. W. (2018). Personal failure makes society seem fonder: An inquiry into the roots of social interdependence. PloS one, 13(8), e0201361.

Petchauer, E. (2018, October). I will not fail: How African American preservice teachers succeed on licensure exams after initially failing. In The Educational Forum (Vol. 82, No. 4, pp. 443-460). Routledge.

Pfeifer, E., & Wittmann, M. (2020). Waiting, thinking, and feeling: variations in the perception of time during silence. Frontiers in Psychology, 11, 602.

Preston, E. G., Villarosa-Hurlocker, M. C., Raposa, E. B., Pearson, M. R., Bravo, A. J., & Protective Strategies Study Team. (2023). Fear of negative evaluation and suicidal ideation among college students: the moderating role of impulsivity-like traits. Journal of American college health, 71(2), 396-402.

Reyes-Chua, E., Andal, F., & Alexander, J. (2019). Readiness of Education Students in the Licensure Examination for Teachers (LET). Innovation in Language Learning

Salmo, J., Pentang, J. T., Perez, D., Cuanan, K., Recla, M., Dacanay, R., & Nur-aina, A. (2022). Tracer Study of Teacher Education Graduates of Western Philippines University-Puerto Princesa Campus: Basis for Curriculum Review and Revision. International Journal of Multidisciplinary: Applied Business and Education Research, 3(3), 11.

Šimić, G., Tkalčić, M., Vukić, V., Mulc, D., Španić, E., Šagud, M., ... & R. Hof, P. (2021). Understanding emotions: Origins and roles of the amygdala. Biomolecules, 11(6), 823.

Sobotka V. 2017. Future Educators' Preparation And Well-Being: A Qualitative Study, https://digitalrepository.salemstate.edu/

Stangor, C. (2014). The Social Self: The Role of the Social Situation. Principles of Social Psychology-1st International Edition.

Sutherland, P. (2018). CSUSB ScholarWorks Electronics Theses, Projects, and Dissertations Office of Graduate Studies The Impact of Mental Health Issues on Academic Achievement in High School Students’.

Tugay, O., & Aktar, A. (2019). Effects of level of satisfaction level of university students on career targets from on the job training: A research on students in accounting and financial management department. Journal of Mehmet Akif Ersoy University Economics and Administrative Sciences Faculty, 5(3), 867-881.

Van Cleef, V. (2022). Licensure Tests as Barriers to the Profession. State Education Standard, 22(3), 24.

Vikrant, B., Diaz, S. R., & Bucur, P. A. (2019). The Cost of Board Examination and Preparation: An Overlooked Factor in Medical Student Debt. Cureus, 11(3).

Wang, G. (2022). ‘Stupid and lazy youth? Meritocratic discourse and perceptions of popular stereotyping of VET students in China. Discourse: Studies in the Cultural Politics of Education, 43(4), 585-600.

Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13, 992372.

Wilson, A. M., & Burleigh, C. (2021). Education Licensure Candidates During the Time of COVID-19: University Supervisors’ Reflections About the Forgotten Few. Journal of Educational Research and Practice, 11(1), 22.

Woodhouse, J., Guihen, L., & Scalise, M. (2022). ‘I’ve just got to get through it!’Student teacher-mothers negotiating the challenges of the Initial Teacher Education year. Teacher Education Advancement Network Journal, 14(1), 46-60.