LEGACY OF SUCCESS: THE LIVED EXPERIENCES OF BEED TOPNOTCHERS

Autors/ores

  • Brian D. Agustin Ramon Magsaysay Memorial Colleges, General Santos City, Philippines
  • Jocelyn S. Jimenez EdD, Ramon Magsaysay Memorial Colleges, General Santos City, Philippines
  • Mark Paul D. Nitafan LPT, Ramon Magsaysay Memorial Colleges, General Santos City, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i5.6642

Paraules clau:

BEED topnotchers, licensure examination, lived experiences, coping strategies, success journey

Resum

This study utilized a qualitative phenomenological approach to explore the lived experiences of BEED topnotchers from Ramon Magsaysay Memorial Colleges in their preparation and success in the Licensure Examination for Teachers. It focused on describing their personal and academic journeys, highlighting the challenges they encountered, the coping strategies they used, and the insights that contributed to their achievement. Through in-depth interviews, five participants shared meaningful narratives that were analyzed and organized into key themes. These included overcoming self-doubt through faith and effective strategies, using expectations as motivation, and viewing challenges as opportunities for growth. Their coping mechanisms involved time management, emotional regulation, social support, faith, and consistent study routines. The insights gained emphasized the importance of self-belief, discipline, humility, and inner drive. These findings carry significant implications for teacher education programs. They suggest the need to incorporate not only strong academic preparation but also psychological support, mentoring, and learner-focused review methods. Faculty and administrators are encouraged to develop responsive systems that support both the intellectual and emotional needs of aspiring educators. For future research, broader and more diverse samples, along with long-term and intervention-based studies, are recommended to further explore and enhance licensure exam preparation. Becoming a topnotcher reflects perseverance, faith, and dedication to the teaching profession.

Biografies de l'autor/a

  • Brian D. Agustin, Ramon Magsaysay Memorial Colleges, General Santos City, Philippines

    Brian D. Agustin is a Bachelor of Elementary Education student at Ramon Magsaysay Memorial Colleges, General Santos City. He is actively involved in research focusing on teacher education, academic achievement, and the lived experiences of top-performing students. Brian has participated in multiple academic activities and organizational initiatives within the College of Teacher Education, including mentoring and student support programs. His research interests include licensure examination preparation, phenomenological studies in education, and strategies for academic excellence.

  • Jocelyn S. Jimenez, EdD, Ramon Magsaysay Memorial Colleges, General Santos City, Philippines

    Jocelyn S. Jimenez, EdD, LPT, is a co-author and thesis adviser who provided guidance, expertise, and supervision throughout the research process. She specializes in teacher education, curriculum development, and educational research methodology. Ma’am Jocelyn has published and mentored numerous studies in the field of education and actively participates in initiatives aimed at improving academic performance and licensure outcomes.

  • Mark Paul D. Nitafan, LPT, Ramon Magsaysay Memorial Colleges, General Santos City, Philippines

    Mark Paul D. Nitafan is a co-author and collaborator in this study, contributing to research design, data analysis, and manuscript preparation. He has extensive experience in education research and mentoring students in the College of Teacher Education. His professional interests include curriculum enhancement, teacher training programs, and evidence-based pedagogical strategies.

Referències

a) Journal Articles

Bayawa J, Binayao R, Dales F, 2022. Motivation and Coping Strategies of LET Topnotchers in Cebu: A Hermeneutic Phenomenological Study. International Journal of Educational Psychology 7(3): 56-72

Dagdag, J. D., Sarmiento, C. S., & Ibale, J. C. (2020). Examining the factors of licensure examination for teachers’ performance for program strategy enhancement. Asia Pacific Journal of Multidisciplinary Research, 8(1), 34–40.

Fajardo M, Bautista L, 2021. Psychological Challenges and Impostor Syndrome among Board Topnotchers. Philippine Journal of Educational Psychology 17(3): 99-112

Garcia R, Reyes L, 2022. Self-Efficacy and Motivation in Preparing for the Licensure Examination for Teachers. Asian Journal of Educational Research 8(3): 112-127

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002

b) Article by DOI

Alan, S., Boneva, T., & Ertac, S. (2019). Ever failed, try again, succeed better: Results from a randomized educational intervention on grit. The Quarterly Journal of Economics, 134(3), 1121–1162. https://doi.org/10.1093/qje/qjz006

Darling-Hammond L, Flook L, Cook-Harvey C, Barron B, Osher D, 2020. Implications of Global Teacher Quality Research for Education Systems. Review of Educational Research 90(5): 1-45. https://doi.org/10.1080/10888691.2018.1537791

Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005

MacCann C, Jiang Y, Brown L, Double K, Bucich M, Minbashian A, 2020. Emotional Intelligence Predicts Academic Performance: Meta-Analysis of 42,000 Students. Educational Psychology Review 32: 567-590. https://doi.org/10.1037/bul0000219

Schunk D, DiBenedetto M, 2020. Social Cognitive Theory and Academic Motivation. Contemporary Educational Psychology 60: 101-118. https://doi.org/10.1016/j.cedpsych.2019.101832

c) Thesis

Albite M, 2019. Lived Experiences of Nursing Licensure Examination Topnotchers in Cebu. PhD Thesis, University of Southeastern Philippines

d) Online Documents

ADAA, 2024. Guidelines on Physical Activity and Stress Management for Students. Anxiety and Depression Association of America. https://adaa.org/learn-from-us/press-media. Accessed 10 January 2025

EDCOM II, 2024. Licensure Examination Performance and Teacher Education Program Evaluation. Commission on Higher Education Document. https://ched.gov.ph/edcom-2024. Accessed 12 January 2025

PRC, 2023. Licensure Examination Performance Report. Professional Regulation Commission, Manila. https://www.prc.gov.ph/let-2023. Accessed 15 January 2025

Times of India, 2025. Employers Seek Social-Emotional Competencies from High Achieving Graduates. https://timesofindia.indiatimes.com/education/news/employers-skill-expectation. Accessed 12 January 2025

e) Books

Ryan R, Deci E, 2020. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press. Retrieved from https://books.google.ro/books/about/Self_Determination_Theory.html?id=Bc_DDAAAQBAJ&redir_esc=y

Ilieva S, Baron E, Healey J, 2021. Qualitative Methods in Educational Research: Trustworthiness and Ethics. London: Routledge

f) Book Chapters

Schunk D, Pintrich P, Meece J, 2014. Motivation in Education: Theory, Research, and Applications. In: Wentzel K, Miele D (eds) Handbook of Motivation at School, 2nd edn. New York: Routledge, pp 45-72. Retrieved from https://books.google.ro/books/about/Motivation_in_Education.html?id=HFxtMAEACAAJ&redir_esc=y

Descàrregues

Publicat

2026-04-06

Número

Vol. 13 Núm. 5 (2026)

Secció

Articles

Llicència

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).