Selective Retention Policy of Teacher Education Program of Saint Louise De Marillac College of Sorsogon, Inc.

This research assesses the Selective Retention Policy of the Teacher Education program of Saint Louise de Marillac College of Sorsogon, Inc., through the correlation of the final general weighted average and LET results of the graduates who took the Licensure Examination for Teachers (LET) for the first time between 2016 and 2019, as well as in 2022. Selective retention policy refers to the practice of allowing students to progress to higher levels of education based on their academic performance and aptitude, ensuring that those who advance are adequately prepared for subsequent challenges. It is crucial in the academe to maintain standards and promote intellectual rigor while supporting students’ growth and success especially in promoting a higher passing percentage in the Licensure Examination for Teachers.
It specifically examines the impact of the selective retention policy on their performance and explores correlation between their final general weighted average and LET rating. A developmental plan was proposed to enhance the LET performance of SLMCSI. Seventy-two graduates from teacher education program participated, with 31 holding a Bachelor’s in Elementary Education and 41 with a Bachelor’s in Secondary Education. Additionally, five full-time faculty members from the Teacher Education Program were chosen using purposive sampling.
The descriptive-correlational research design was utilized in this study where the data were analyzed qualitatively and quantitatively. The qualitative data were taken from the online messenger platform through chat messages and conducted by the researcher, while quantitative data were taken from the documents sourced from the SLMCSI Registrar’s Office, the Final GWA and the records form the PRC, the LET ratings. The data were qualitatively and quantitatively analyzed using percentage and mean, weighted mean and Kendall’s tau-b, respectively.
Results revealed that the assessed selective retention policy identified the following themes: gate-keeping role, holistic development, motivation and encouragement of students, student effort and effectiveness of SRP which emphasized that the school’s SRP was good as it was a source of encouragement and motivation to study well in order to maintain the high academic standards of the Teacher Education Program while theme among teacher-respondents SRP served as an admission restriction of the Teacher Education Program. This was manifested in the trend of the final weighted general average and LET ratings in the last five years specifically in the BEED teacher education graduates. Hence, the SRP served as a gate-keeping mechanism of the Teacher Education Program. It further indicated that for the BEED teacher education graduates a moderate positive relationship that exists between the academic and LET performances of the BEED graduates for the last 5 years is significant. On the other hand, a weak, positive relationship that exists between the academic and LET performances of the BSED graduates for the last five (5) years is not significant.
The researcher then proposed a developmental plan anchored on her posited theory to address the pressing need to raise the bar of achievement in the Licensure Examination for Teachers both in the Bachelor in Elementary Education and Bachelor in Secondary Education. Moreover, a proposed revision of the policy was designed so that a stronger SRP may be implemented to assist the Teacher Education students and faculty members in the full implementation of the policy.