Cracking the Code of Excellence: Unfolding the Board Exam Journey of DNSC Topnotchers in the Licensure Exam for Teachers
DOI:
https://doi.org/10.54536/jtel.v3i2.4375Keywords:
Challenges, Exam Preparation, Licensure Exam for Teachers (LET), Peer Support, Phenomenology, Resilience, Time ManagementAbstract
Passing the Licensure Exam for Teachers (LET) is a significant milestone for aspiring educators, yet achieving top scores presents numerous challenges. Given the high-stakes nature of the exam, understanding the struggles and coping mechanisms of topnotchers offers valuable insights for future examinees and policymakers. This qualitative study explored the challenges faced by LET topnotchers and the strategies they employed to overcome these obstacles. Using a phenomenological approach, semi-structured interviews were conducted with LET topnotchers from Davao del Norte State College. Participants shared their experiences related to exam preparation, difficulties encountered, and coping mechanisms. Thematic analysis revealed key challenges, including time constraints, financial difficulties, emotional stress, and health concerns. Despite these hurdles, participants demonstrated resilience by employing adaptive time management, seeking peer and social support, engaging in spiritual practices, and maintaining a balance between intensive study and personal well-being. The findings underscored the importance of a holistic approach to exam preparation, addressing both academic and non-academic factors that influence success. This study contributed to the literature on self-regulated learning, resilience, and social support in high-stakes testing. It also had practical and policy implications, highlighting the need for enhanced financial aid, well-being initiatives, and peer mentorship programs for LET takers. Future research should examine the long-term impact of these strategies on professional teaching careers and explore institutional interventions to further support aspiring educators.
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