Assessment of Challenges Encountered and Coping Mechanisms of Licensure Examination for Teachers Takers: Basis for Intervention

Abstract

The Licensure Examination for Teachers (LET) is a significant requirement for entry into the teaching profession and serves as an important measure of teacher preparedness and competence. This study examined the challenges encountered and coping mechanisms employed by Master of Arts in Education (MAED) students of the Graduate School of Zamboanga Peninsula Polytechnic State University who had previously taken the Licensure Examination for Teachers. Specifically, the study determined the challenges encountered during LET preparation, identified the coping mechanisms employed, examined the relationship between these variables, and developed a proposed intervention program consisting of academic support, stress management, mentoring, and financial assistance initiatives. The study employed a descriptive-correlational research design involving twenty-three respondents selected through total population sampling. Data were gathered using an adapted questionnaire and analyzed using weighted mean, standard deviation, and the Pearson Product-Moment Correlation Coefficient. The findings revealed that respondents generally agreed that they encountered personal, parental, and financial challenges during LET preparation, with financial challenges emerging as the most evident concern. Respondents likewise generally agreed that they employed problem-solving, social support, and avoidance coping mechanisms, with problem-solving identified as the most frequently utilized strategy. Correlation analysis revealed a negligible positive relationship between the challenges encountered and the coping mechanisms employed; however, the relationship was not statistically significant, suggesting that coping responses may be shaped by individual experiences and other factors beyond the challenges examined in this study. The findings highlight the complexity of the relationship between challenges encountered and coping mechanisms and underscore the need for comprehensive institutional support. Accordingly, the study proposes an intervention program focused on strengthening academic preparedness, psychosocial support, mentoring, and financial assistance to enhance the preparedness, resilience, and well-being of future LET takers.