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Research Article

Failure to Success: The Lived Experiences of Retakers of the Elementary School Licensure Examination for Teachers

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Hannah Victoria Paler , Kristy Jane Muegna
Psych Educ Multidisc J, 2024, 24 (9), 1074-1083, DOI: https://doi.org/10.5281/zenodo.13711410, ISSN 2822-4353
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Abstract

This qualitative research study examines the experiences and coping mechanisms of individuals retaking the Elementary Licensure Examination for Teachers. It highlights the struggles with motivation, work-study balance, knowledge gaps, and emotional challenges faced by 14 Bachelor of Elementary Education graduates from Kapalong College of Agriculture, Sciences and Technology. To overcome these, they adopted improved study techniques, mentorship, emotional support, and positivity. The research emphasizes the importance of practice tests, community engagement, strong support networks, and well-being for effective exam preparation. This research sheds light on the resilience of Elementary LET retakers and the profound influence of personalized support mechanisms. It calls upon educational institutions to bolster retakers' prospects through specialized review sessions and innovative tools such as the Competency Skills Appraisal. The study questions traditional metrics of success in licensure examinations, proposing that individualized review programs are the cornerstone of success. It demonstrates that well-informed educational strategies can markedly enhance the effectiveness of support provided. The research emphasizes the necessity of a comprehensive preparation regimen that incorporates efficient study techniques, guidance, and emotional reinforcement to elevate pass rates. The pivotal role of practice tests and review centers in equipping retakers is also highlighted. Ultimately, the study advocates for the adoption of bespoke review programs that are instrumental in maximizing exam preparedness, underscoring the importance of self-driven learning, systematic study habits, and the sustenance of well-being.

Keywords qualitative research phenomenology, Licensure Examination for Teachers, elementary retakers,
Authors 2
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The team behind this paper

2 authors, 1 institution.

This paper Kapalong College of Agriculture — Philippines Kapalong College of Agr… 2 authors Hannah Victoria Paler — corresponding author HP Hannah Victoria Paler ✉ Kristy Jane Muegna KM Kristy Jane Muegna

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September 2024 November 2026

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Kristy Jane Muegna 0xECCfFD…f1e534 450,000 (45%)
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Bibliographic Information

Hannah Victoria Paler, Kristy Jane Muegna, (2024). Failure to Success: The Lived Experiences of Retakers of the Elementary School Licensure Examination for Teachers, Psychology and Education: A Multidisciplinary Journal, 24(9): 1074-1083
Bibtex Citation
@article{hannah_victoria_paler2024pemj,
author = {Hannah Victoria Paler and Kristy Jane Muegna},
title = {Failure to Success: The Lived Experiences of Retakers of the Elementary School Licensure Examination for Teachers},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {24},
number = {9},
pages = {1074-1083},
doi = {10.5281/zenodo.13711410},
url = {https://scimatic.org/show_manuscript/3554}
}
APA Citation
Paler, H.V., Muegna, K.J., (2024). Failure to Success: The Lived Experiences of Retakers of the Elementary School Licensure Examination for Teachers. Psychology and Education: A Multidisciplinary Journal, 24(9), 1074-1083. https://doi.org/10.5281/zenodo.13711410

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