ANALYZING PREDICTORS OF SUCCESS IN THE LICENSURE EXAMINATION FOR TEACHERS (LET): BASIS FOR CURRICULUM ENHANCEMENT

This study examined the predictors of success in the Board Licensure Examination for Professional Teachers (BLEPT) among teacher education graduates. It profiled BLEPT takers, analyzed academic and performance metrics, evaluated differences in BLEPT ratings across specializations, and examined the relationships between college admission test (CAT) scores, grade point averages (GPA), and competency enhancement course (CEC) grades with BLEPT outcomes. A quantitative approach utilizing documentary analysis and statistical techniques was employed. Findings showed that 81% of respondents were female, and 56% specialized in Elementary Education. Academic performance metrics revealed strong results, with a median GPA of 1.76. Analysis of BLEPT ratings identified significant differences among specializations, with Bachelor of Secondary Education in Science (BSED-Science) consistently achieving the highest scores of 87.00 (IQR = 5.25) across all components. Correlation analysis indicated that GPA (Rho = 0.54 to 0.56) and CAT scores (Rho = 0.36 to 0.44)were moderate predictors of BLEPT performance, highlighting their importance in licensure preparation. However, CEC grades (Rho = 0.28 to Rho = 0.32 (all p < .001) demonstrated weaker correlations, suggesting a limited impact on examination success. These findings highlight the significant effect of academic preparedness, specifically GPA and CAT. The study highlights the need for targeted curriculum enhancements in Competency Enhancement, tailored to different specializations, with a focus on strengthening core competencies and providing focused support for underperforming groups. This structured Competency Enhancement Review Program aims to improve licensure examination success rates and better equip teacher education graduates for professional practice.