“Delving into Review Coordinators’ Dynamics: A System Theory Analysis LET Preparation Programs in Davao City’s Private Non-Sectarian Higher Education Landscapeâ€

Alkhaser V. Sappayani, Glein Bustamante and John Mart Elesio
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Alkhaser V. Sappayani: Program Head, Davao Central College
Glein Bustamante: SHS Teacher II, Department of Education-Division of Davao City
John Mart Elesio: Professor, Holy Cross of Davao College

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 4629-4642

Abstract: The Philippine government acknowledges that teachers play a crucial role in building the nation and fostering development by creating responsible, literate citizens. To support this mission, the state commits to ensuring high-quality education through effective oversight of licensure examinations and the advancement of teaching as a professional practice. This qualitative case study investigated the dynamics of Licensure Examination for Teachers (LET) Review Coordinators in private non-sectarian higher education institutions in Davao City, specifically examining their systemic planning mechanisms, dynamic implementation systems, and systemic outcomes and impacts. Anchored in Ludwig von Bertalanffy’s Systems Theory Model (1968), which emphasizes wholeness, interdependence, and dynamic interaction, the study employed structured interviews with three purposively selected LET Review Coordinators, analyzing the data through thematic analysis. The findings revealed nine major themes across three domains: (1) systemic planning mechanisms encompassing performance-based program assessment, resource management and adaptation, and collaborative professional development; (2) dynamic implementation systems comprising system-based operational management, collaborative leadership and communication, and adaptive program implementation; and (3) systemic outcomes and impacts including performance-based program assessment, resource management and adaptation, and collaborative professional development. The study’s implications underscore the necessity of balancing structured frameworks with adaptive approaches in review programs, while highlighting the need for standardized assessment tools and enhanced institutional support. Future directions recommend implementing structured assessment systems, addressing facility constraints, providing targeted coordinator training, and conducting exploratory factor analysis to understand the structural relationships between systemic elements affecting review coordinators’ performance.

Date: 2024
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