LET as predictor of teaching performance: The case of PNU graduates across disciplines (2007-2010)

• Main Authors: Diaz, Rosemarievic V., Morales, Glinore S., Diano, Rosanna A., Ubina, Marilou M., Jocson, Jennie V., Gonzales, Aurora B., Ilanan, Celia M., Pimentel, Marivic M., Tuga, Bert J., Simeon, Florisa B., Fernandez, Eisha Vienna M., De Mesa, Donna Marie B., Gonong, Gina O., Asuan, Maria Elvira A., Papango, Marla C., Pastor, Crist John M.
• Format: text
• Published: Animo Repository 2013
• Subjects: Teachers—Philippines—Examinations; Prediction of occupational success—Philippines; Teachers—Rating of—Philippines; Education; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/6098; https://www.pnu.edu.ph/wp-content/uploads/2014/08/Normal-Lights-Vol_7_no2-2013_WEB_Ver.pdf
• Institution: De La Salle University

This study discusses the relationship between the performance in the Licensure Examination for Teachers (LET) taken by PNU graduates and their teaching performance. The LET scores, obtained from PRC, and teaching performance evaluation scores given by the Head, Peer and Self, were correlated. The results indicate that there is a negligible link between the scores in the LET and the teaching performance of the respondents. However, positive significant correlations, although weak, are found in the case of CLLL, COS, and 2007 examinees. The “Very Satisfactory” or “Outstanding” teaching performance evaluation rating earned by the respondents indicates the knowledge, skills, and philosophies learned during the pre‐service training. Finally, this research posits that an emerging paradigm of teaching performance must be progressively developed.