Exploring the Development of Superstitions and Rituals Among Licensure Examination for Teachers (LET) Reviewees
Abstract
The Licensure Examination for Teachers (LET) in the Philippines is a high-stakes assessment that affects education graduates' employment opportunities and professional development. To cope with the pressure, LET reviewees often turn to superstitions and rituals rooted in cultural beliefs and peer interactions. This study aimed to investigate the development of these practices among LET reviewees, focusing on cultural, social, and psychological factors. A qualitative phenomenological study involving in-depth interviews with 12 reviewees from a northern Philippines review centre identified five themes: (a) from cultural inheritance to personalised rituals, (b) from social exposure to ritual ownership, (c) from experimentation to ritual consolidation, (d) from anxiety management to self-belief reinforcement and (e) from emotional triggers to regulatory rituals driving the adoption of these practices. The findings highlight the significant role of cultural and emotional factors in shaping these coping mechanisms, which provide psychological comfort and control, aiding in stress management and enhancing exam performance. Educational institutions should integrate traditional practices with modern stress management techniques to support LET reviewees effectively. This research contributes to educational psychology by offering insights into LET reviewees' cultural and psychological coping mechanisms, informing policies and practices to better support candidates in high-stakes exams.
