Abstract

Despite a substantial body of literature examining the relationships between college admission test (CAT) results, teaching effectiveness rating (TER), college general average (CGA), and performance in the Licensure Examination for Teachers (LET), the complex interrelations among these variables remain underexplored, particularly the direct and indirect effects of these variables on LET results. This quantitative study aims to thoroughly investigate these relationships and develop models that outline the direct, indirect, and mediating effects of the independent variables on LET performance among 460 teacher education graduates. This study uses advanced statistical techniques, such as path analysis through analysis of moment structures (AMOS) software, to assess how TER indirectly effects LET performance through the CGA. It also examines how CGA mediates the relationship between CAT results and LET. Findings indicate a strong positive relationship between the independent variables and LET performance, with CGA partially mediating the link between CAT and LET. Additionally, TER indirectly influences LET performance through CGA, highlighting the role of effective teaching in fostering student success. While CGA enhances the predictive relationship between CAT and LET, other external factors may also contribute to LET outcomes, suggesting a multifaceted influence on licensure examination performance.