Licensure Examination for Teachers: A Complete History of the LET in the Philippines
Are you preparing for the Licensure Examination for Teachers and wondering how this crucial board exam came to be? Understanding the history of the LET in the Philippines is about appreciating the journey that shaped the teaching profession you're about to enter. The LET Philippines has undergone significant transformations since its inception, reflecting the country's commitment to producing quality educators.
Introduction
This article will walk you through the complete history of the licensure examination for teachers in the Philippines, from its earliest forms to the modern exam system we know today. Whether you're a first-time taker or reviewing for another attempt, knowing this history will give you valuable perspective on why the LET matters.
If you're curious about the origins and purpose behind the exam itself, you might also want to explore our related article, Why the LET Exam Was Established.
The Early Days: Teacher Certification Before the LET
Pre-Commonwealth Era (Before 1935)
Long before the LET exam existed, the Philippines had informal systems for recognizing qualified teachers. During the American colonial period, the government established normal schools to train educators. The Philippine Normal School, founded in 1901, became the primary institution for teacher preparation. However, there was no standardized national examination because teachers were certified based on their educational qualifications and school evaluations.
The Commonwealth Period (1935-1946)
The 1935 Constitution emphasized education as a priority, but teacher certification remained largely institutional rather than examination-based. Teachers who graduated from recognized normal schools and education programs were automatically granted teaching credentials. This system, while accessible, lacked the standardization that would ensure consistent quality across the archipelago.
Historical Timeline of the LET
Informal Teacher Certification
Pre-Commonwealth Era
During the American colonial period, the Philippines had informal systems for recognizing qualified teachers. The Philippine Normal School, founded in 1901, became the primary institution for teacher preparation. However, there was no standardized national examination—teachers were certified based on their educational qualifications and school evaluations.
Foundation of teacher training institutions without standardized exams.
Institutional Certification
Commonwealth Period
The 1935 Constitution emphasized education as a priority, but teacher certification remained largely institutional rather than examination-based. Teachers who graduated from recognized normal schools and education programs were automatically granted teaching credentials.
Education prioritized but lacked standardization in certification.
Republic Act No. 1006
The Game Changer
Enacted on June 15, 1952, this landmark legislation created the Board of Examiners for Teachers, marking the first time the Philippines established a formal examination system for educators. It introduced two categories: Elementary Level (grades 1-6) and Secondary Level (high school). No longer would a degree alone suffice—aspiring teachers now had to prove their competence through a standardized examination.
Birth of the formal teacher licensure examination system.
Presidential Decree No. 223
Presidential Decree
Under the Marcos administration, PD 223 mandated that all teachers in both public and private schools must be licensed professionals. It strengthened the examination system and increased the professional status of teachers, aligning them with other regulated professions like engineers and accountants.
Elevated teaching to a regulated professional status.
Presidential Decree No. 1006
Comprehensive Coverage
Not to be confused with RA 1006, PD 1006 amended the earlier law and introduced more comprehensive coverage for the teacher examinations. This decree recognized the growing complexity of educational curricula and the need for teachers to demonstrate mastery across broader subject areas.
Expanded examination coverage to reflect complex curricula.
Republic Act No. 8981
PRC Takes Over
The PRC Modernization Act of 2000 transferred administration of the teacher licensure examination from the Department of Education to the Professional Regulation Commission (PRC). This elevated teaching to the same professional standing as other licensed professions, bringing standardized procedures, computerized systems, and rigorous security measures.
Modernization and professionalization under PRC administration.
Enhanced Competency-Based Testing
21st Century Development
The LET evolved to reflect modern educational theories and teaching methodologies. Regular updates align with K-12 curriculum implementation, DepEd's National Competency-Based Teacher Standards (NCBTS), global best practices, and technology integration in teaching.
Continuous modernization with global standards alignment.
Key Milestones in LET History
RA 1006
Establishes the first formal teacher examination system
PD 223
Requires all teachers to be licensed professionals
PD 1006
Expands examination coverage
RA 8981
Transfers LET administration to the PRC
K-12 Implementation
K-12 curriculum begins influencing LET content
NCBTS Alignment
Strengthened alignment between LET and NCBTS
COVID-19 Adaptations
Pandemic causes postponements and schedule adjustments
Digital Innovations
Continued modernization with enhanced security
The PRC Takes Over: A New Era Begins
Republic Act No. 8981 (2000)
The most significant transformation in the history of LET in the Philippines came with Republic Act No. 8981, also known as the PRC Modernization Act of 2000. This law transferred the administration of the teacher licensure examination from the Department of Education to the Professional Regulation Commission (PRC).
Why was this change important? The transfer to the PRC elevated teaching to the same professional standing as other licensed professions. The PRC brought standardized procedures, computerized systems, and more rigorous security measures to the examination process.
To learn more about how the PRC shaped this transformation, you might also want to check out our related article on PRC and the Role of the Board for Professional Teachers.
Standardization of the LET Format
- •Unified testing dates: Examinations scheduled twice annually (March and September)
- •Standardized coverage: Clear delineation of subjects and competencies
- •Professional Test for Teachers (PT): A common component for all examinees
- •Specialization Tests: Specific to elementary or secondary levels
The Modern LET: 21st Century Developments
Enhanced Coverage and Competency-Based Testing
In the 2000s and 2010s, the LET exam evolved to reflect modern educational theories and teaching methodologies. The Board of Professional Teachers, working with the PRC, regularly updates the examination to align with:
- ✓K-12 curriculum implementation
- ✓DepEd's National Competency-Based Teacher Standards (NCBTS)
- ✓Global best practices in education
- ✓Technology integration in teaching
Response to Pass Rate Concerns
The LET has historically been known for its challenging nature, with pass rates often fluctuating between 25% and 40%. In response to concerns about these rates, the PRC and the Board of Professional Teachers have:
- •Enhanced transparency in the examination process
- •Provided clearer guidelines on coverage and competencies
- •Encouraged teacher education institutions to align curricula with LET competencies
- •Supported review programs and materials
The Components of Today's LET
General Education
40%
English, Filipino, Mathematics, Science, Social Studies
Professional Education
40%
Teaching competencies including principles, curriculum, assessment, and child development
Specialization
20%
Elementary or secondary level specific tests and major field studies
LET by the Numbers
Of formal LET examination system
Historical pass rate range
Examinations (March and September)
Annual LET takers nationwide
Impact on Philippine Education
Raising Professional Standards
The history of LET in the Philippines reflects a consistent effort to elevate teaching as a profession. By requiring licensure, the government has:
- ✓Ensured minimum competency standards
- ✓Increased public trust in educators
- ✓Created professional accountability
- ✓Encouraged continuous learning and improvement
Challenges and Criticisms
Despite its importance, the LET has faced criticism:
- •Low pass rates: Some argue the exam is too difficult
- •Urban-rural disparities: Resources concentrated in cities
- •Multiple attempts: Many take the exam several times
- •Financial burden: Examination fees and review costs
The Future of the LET
Digital Transformation
The PRC has been exploring computer-based testing (CBT):
- • Faster release of results
- • Enhanced security measures
- • More flexible testing schedules
- • Immediate feedback on performance
Continuous Professional Development
Beyond initial licensure, the PRC and DepEd have been strengthening Continuing Professional Development (CPD) requirements for teachers. This ensures that licensed educators remain updated with current educational practices throughout their careers.
International Standards Alignment
The LET may evolve to incorporate:
- • Global teaching competency frameworks
- • Cross-cultural education perspectives
- • Advanced pedagogical approaches
- • 21st-century learning skills
The LET's Cultural Significance
Teachers as Nation Builders
In Philippine culture, teachers hold a revered position. They are second parents, mentors, and community leaders. The licensure examination for teachers in the Philippines embodies this respect by ensuring that only qualified individuals can bear the title of "licensed professional teacher."
Economic and Social Mobility
For many Filipinos, teaching represents a path to stable employment and social respectability. The LET, while challenging, opens doors to:
- • Public school teaching positions
- • Better salary grades and benefits
- • Career advancement opportunities
- • Professional recognition and respect
Conclusion
The history of the Licensure Examination for Teachers in the Philippines is a story of continuous improvement and unwavering commitment to educational excellence. From informal certification in the early 1900s to the rigorous, standardized LET exam administered by the PRC today, this evolution reflects our nation's recognition that quality education begins with quality teachers.
Understanding this history should inspire you as you prepare for your own LET journey. Every question you answer, every concept you master, and every practice test you take connects you to decades of Filipino educators who have walked this path before you. The LET isn't just a barrier to entry—it's a rite of passage that ensures you're prepared to shape the next generation of Filipino minds.
Remember, passing the LET Philippines is more than earning a license; it's joining a proud tradition of professional educators dedicated to nation-building through teaching.
Ready to make history yourself?
Start your LET preparation today with focused study, unwavering determination, and the knowledge that you're pursuing one of the noblest professions in the Philippines. Your future students are waiting for a licensed, qualified, and passionate teacher like you!
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LET Basics
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History of the LET Exam in the Philippines