The Untold Stories of Graduate Student’s Preparation for LET: A Phenomenological Study

Despite facing constraints, distress, and challenges, graduate students preparing for board exams find comfort and support in engaging in vicarious learning and relying on support systems. In this qualitative-phenomenological study, the researchers sought to uncover the untold stories of education graduates while preparing for the Licensure Exam for Professional Teachers. Through purposive sampling, the researchers interviewed twelve (12) education graduates at Misamis University as participants. The interview guide protocol was used as a data-gathering instrument. The data were analyzed using Seidman’s phenomenological data analysis technique. Results revealed eight (8) themes: 1) Acquiring Motivation and decision; 2) Encountering financial problems; 3) Experiencing psychological pressures; 4) Embracing time management during the review; 5) Having a Good support system; 6) Developing Personal Growth; 7) Longing to become a professional teacher; 8) Highlighting Memorable Experiences. Acknowledging the multifaceted journey of educational graduates preparing for the LET enables them to navigate the preparation process more holistically, thereby increasing their chances of success in becoming licensed teachers. Teacher education institutions offer guidance and resources specific to LET preparation, such as study materials, mock exams, and review sessions. They should create mentorship programs or establish relationships with experienced educators who can provide insights and support during the preparation phase.