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The focus of this research is to determine the licensure examination performance and the present status of the Teacher Education Program in relation to its curricular elements. Specifically, if the RTU-Teacher Education Program curricular components predict singly or in combination with the licensure examination of the RTU-Teacher Education Graduate and what strategy must be proposed in order to improve the curriculum of the College of Education. The study is delimited on describing the general elements and analysis of the curricular framework of the Teacher Education Program and is subject to the evaluation through the use of Context, Input, Process and Product (CIPP) model of evaluation of Daniel Stufflebeam. For the main finding, it reveals that the RTU – College of Education graduates perform well in the Licensure Examination for Teachers in the past three years as exemplified in the institutional passing rates. However, maintaining proper monitoring and assessment is needed. Therefore, the researchers recommend establishing a Quality Assurance office or committee who will ensure proper implementation of OBE. Moreover, Institutional Support as Input Indicator was determined as significant predictor in the LET. Indeed, Institutional Support plays an important role to continuously support the increase in the quality of Program Graduate Outcomes (PGO’s) specifically in attaining high percentage in the licensure examination.
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