Key standards of professional preparedness are academic excellence—performance in courses—and licensure success, expressed as outcomes on the Licensure Examination for Teachers (LET). Examining the link between academic achievement and LET success among Bachelor of Elementary Education (BEED) graduates from the University of the Visayas-Dalaguete Campus, encompassing the cohorts from 2012 to 2022, this paper investigates Employing a quantitative research methodology, the study examines first-time LET takers’ passing rates, contrasts institutional performance with national norms, and assesses graduates’ general and professional education topic performance. Although UV-Dalaguete regularly beats national LET passing rates, academic performance shows a weak negative link with licensure success. This implies that outstanding performance on courses does not directly indicate LET results. Rather, license performance may be more influenced by outside elements including test-taking techniques, review programs, and exam-specific preparation. Such outcomes point out the need of targeted efforts to close the discrepancy between licensing results and academic achievement. Structured LET review programs and competency-based examinations among other institutional assistance tools could help graduates be more ready for professional certification. The study emphasizes the need of ongoing observation and improvement of academic courses and licensing preparation techniques to maintain excellent performance in both educational and licensing spheres.
Nodalo. et al. (Wed,) studied this question.