Preparedness and Difficulties of OFW Examinees in Taking the Special Professional Licensure Examination for Professional Teachers

Abstract

This study examined the level of preparedness and difficulties of Overseas Filipino Worker (OFW) teachers in the Middle East in taking the Special Professional Licensure Examination (SPLE) for Professional Teachers in June 2025. Specifically, it assessed their demographic profile, level of preparedness, level of difficulties, differences in these variables across groups, and the relationship between preparedness and difficulties. Using a quantitative research design, data were gathered from 54 OFW examinees through a self-made survey questionnaire administered via Google Forms. Results showed that OFW teachers demonstrated a high level of preparedness, particularly in using review materials, taking mock exams, and managing study habits. However, they experienced a moderate level of difficulties, including balancing work and study, limited access to review resources, and psychological stress. No significant differences in preparedness were found across educational attainment, examination category, age, sex, or examination results. In terms of difficulties, only sex and examination results showed significant differences, with male and non-passing examinees reporting higher difficulty levels. A significant negative correlation (r = –0.338, p = 0.013) between preparedness and difficulties indicates that as preparedness increases, perceived difficulties decrease. These findings suggest that enhancing structured review support and addressing psychosocial challenges may improve SPLE readiness among OFW teachers. Further studies with larger samples are recommended to validate these results.