Lived Experiences of Technology and Livelihood Educators in Passing the Philippine Licensure Examination for Professional Teachers
DOI:
https://doi.org/10.55927/marcopolo.v3i10.131Keywords:
Licensure Examination for Professional Teachers, Technology and Livelihood Education, Professional DevelopmentAbstract
This phenomenological study investigates the lived experiences of Filipino Technology and Livelihood Education (TLE) educators who successfully passed the Licensure Examination for Professional Teachers (LEPT). Utilizing a purposive sampling strategy, the research aims to systematically document and interpret the key challenges and effective coping strategies employed during preparation for this high-stakes assessment. The analysis reveals that TLE teacher-candidates encountered multifaceted hurdles, including significant mental and physical strain, the difficulty posed by the unpredictable and broad scope of the exam content, and intense social and familial pressure. To navigate these obstacles, successful participants employed a range of deliberate strategies: they established personalized, self-directed learning environments, actively sought peer-to-peer collaborative support, and focused on mastering strategic test-taking skills. Furthermore, the findings highlight the crucial, transformative role of external review centers in providing structured material and mitigating candidate anxiety. These insights provide valuable, evidence-based guidance for policymakers, teacher education institutions, and professional development initiatives designed to enhance the preparedness and support systems for aspiring TLE educators.
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