The Influence of Faculty Members’ Educational Attainment on the Performance in the Licensure Examination for Teachers (LET) among State Universities and Colleges in the Philippines

Abstract

This quantitative study employed descriptive-correlational research design to analyze the influence of faculty members’ educational attainment on the performance in the licensure examination for teachers (LET) among 112 state universities and colleges (SUCs) in the Philippines. Results showed that almost half of the faculty members are bachelor’s degree holders, about two-fifths of them have master’s degree, and more than one-tenth are doctoral degree holders. The SUCs had an overall passing percentage higher as well as majority of the SUCs performed higher than the national passing rate. There is a significant inverse relationship between the educational attainment of faculty with bachelor’s degree and LET performance, in which higher proportion of faculty members with bachelor’s degree tends to result to a lower passing percentage. In contrast, the educational attainment of faculty with doctoral degree has significant direct relationship to LET performance, in which higher proportion of doctoral degree holders likely results to higher passing rate in the LET. However, the educational attainment of teaching staff with master’s degree does not significantly correlate with LET performance, hence it does not significantly influence LET performance. When the three categories of educational attainment are taken as independent variables, only doctoral degree significantly influences LET performance. Implications of the findings on faculty hiring and training are also discussed to continuously improve LET performance.