Delayed Success Narratives: The Stories of Successful Repeaters

This multiple-case study aimed to explore and understand the experiences of successful LET repeaters who are serving at the Department of Education (DepEd). Using purposive sampling and inclusion criteria, the participating three successful LET repeaters from elementary teachers were identified. All of them participated in the in-depth interviews.In order to grasp the experiences, attitudes, insights, and observable unique situations, this study's design also demonstrated a procedural effort to obtain information about the phenomena through interviews and interactive conversations (Aspers & Corte, 2019). Results revealed the experiences of the participants: striving harder to study and learn; preparation of LET retakers; and struggles in the pursuit to take the LET. In response to the challenges they have encountered, they deem the following coping strategies essential: seeking professional development; developing resiliency and open minded; and inspiration behind determination. Upon reflecting on their entire experience, they arrived at the following insights: the liveliness of having personal goals and strong faith in passing the examination; advantages and disadvantages of being a LET repeater; and best practices as LET retakers. The results of this study were deemed significant by the participants, teachers, students, and researchers. The study does not examine and measure the level of abilities and capacities of the three participants from their different ways of dealing challenges in passing the Licensure Examination for Teachers (LET).