Copyright © 2026 Authors retain the copyright of this article. This article is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

@article{193125,
        author = {Noel R. Palomares and Romalyn M. Mandia and Bernadette N. Del Prado and Joy S. Montejo},
        title = {Factors Associated with Licensure Examination Performance of the Teacher Education Graduates: Inputs for a Proposed Curriculum Enhancement},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {9},
        pages = {4141-4154},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=193125},
        abstract = {This study investigates the factors associated with the licensure examination performance of teacher education graduates from Marinduque State College, now Marinduque State University. It examines a range of variables including demographic and academic profiles, personal attributes such as study habits, motivation, time management, and anxiety levels, as well as the extent of support received from family, peers, the community, and social environment. Institutional support was also considered, specifically in terms of access to review materials, faculty assistance, facilities, and review classes. Utilizing a descriptive-correlational research design, data were gathered from graduates of the College of Education through researcher-made questionnaires. Descriptive and inferential statistics were employed in analyzing the results. Findings reveal that civil status, community and environmental support, and institutional support statistically significantly influence licensure examination performance. Notably, the AACCUP accreditation level of the academic program had a strong positive effect, indicating that graduates from more highly accredited programs tend to perform better. In contrast, variables such as age, GPA, income, family and peer support, and education-related attributes did not yield significant effects, suggesting that personal and academic characteristics alone may not be sufficient predictors of licensure performance. These results underscore the importance of institutional quality and external support systems in improving licensure performance. The study recommends targeted curriculum enhancements, improved review structures, and strengthened student support services as essential strategies to increase teacher education graduates’ success in the licensure examination.},
        keywords = {Curriculum Enhancement, Institutional Support, Licensure Examination Performance, Teacher Education Graduates},
        month = {February},
        }