Unveiling the Lived Experiences of Electronics Education LET Passers and Non-Passers: A Qualitative Perspective

Abstract

This study explored the lived experiences of Bachelor of Technical-Vocational Teacher Education major in Electronics (BTVTED-ELX) graduates who either passed or did not pass the Licensure Examination for Teachers (LET) in a Polytechnic State College in Camarines Sur. Using a qualitative phenomenological design, five participants were purposively selected and interviewed to capture their narratives. Thematic analysis revealed three major dimensions of their experiences: (1) lived experiences, which reflected personal motivation, resilience, and self-doubt; (2) challenges and enablers, encompassing academic preparedness, emotional struggles, financial constraints, and social support; and (3) institutional strategies, highlighting review programs, mentoring, and resource allocation that shaped licensure outcomes. The findings suggest that success or failure in the LET is not solely determined by academic preparation but is influenced by a combination of social, emotional, financial, and institutional factors. Non-passers emphasized difficulties in coping with exam anxiety, limited resources, and inconsistent preparation, while passers highlighted strong family support, structured study habits, and confidence built through peer collaboration. The study concludes that holistic interventions are essential to improve licensure performance. It is recommended that institutions strengthen review programs, provide mental health and financial support mechanisms, and foster peer-driven initiatives to address both academic and non-academic needs of future teachers.