A Case Study of Topnotchers' Preparations and Contributory Attributes in Passing the Licensure Examination for Teachers


licensure examination
teacher education
preservice teachers
exam preparations
topnotchers’ contributory attributes

How to Cite

Albite, R. (2019). A Case Study of Topnotchers’ Preparations and Contributory Attributes in Passing the Licensure Examination for Teachers. Southeastern Philippines Journal of Research and Development, 24(2), 45-68. https://doi.org/10.53899/spjrd.v24i2.19


This paper explores the Licensure Examination for Teachers (LET) experience of Bachelor in Elementary Education (BEEd) topnotchers of the University of Southeastern Philippines (USeP) Tagum-Mabini. This qualitative single case study sought to determine topnotchers preparations and attributes deemed contributory  to  successful topping of the LET. Data were obtained through interviews from  the seven (7) purposively sampled participants who were the pioneering batches of LET topnotchers in the BEEd program, covering years 2011-2015. Semi-structured in-depth interviews (IDIs) were conducted to gather results for an information-rich case study. Qualitative data analysis was applied identifying emergent categories and themes based on participants quotes excerpted from interview transcripts. Findings indicate that BEEd topnotchers preparations consisted of the following: goal setting and knowing oneself; interest in reading and overlearning the material; being test-wise and understanding the nature of the LET; and attending a LET review program and committing to it. Five strong contributory attributes were also revealed such as: having metacognitive test-taking skill; strong faith in God; good support system; solid foundation in college; and active participation in a study group. Majority of them expressed their College  (the College of Teacher Education and Technology) contribution and influence to their success through competency-based  instructionquality  faculty  and LET-type assessment. More intensive and extensive training and enhancement which focuses on the identified preparations and contributory attributes may be targeted to produce a common ground for effective teaching-learning practice for future graduates.



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