Competencies, Instructional Skills, and Challenges of Teachers in Implementing the Technical-Vocational and Livelihood Senior High School Track

Abstract

This study aimed to investigate the competencies, instructional skills, and challenges faced by teachers in implementing the Technical-Vocational and Livelihood (TVL) track in senior high school. Stratified random sampling was used to select participants from the Surigao del Sur Division of the Department of Education in the Caraga Region, Philippines. Descriptive-correlational research was employed, utilizing frequency counts, percentages, means, correlation analysis, and multiple regression analysis to analyze the collected data. The findings revealed that TVL teachers demonstrated high levels of competence in areas such as Home Economics, Agri-fishery Arts, Industrial Arts, and ICT and Entrepreneurship. However, the study also identified specific challenges faced by these teachers, including difficulties in preparing assessment questions and providing feedback. The research highlighted the significant shortage of classrooms to accommodate learners and the challenges associated with managing limited space in shop rooms. Establishing linkages and developing community and industry partnerships also proved to be major challenges for teachers. Furthermore, the study found that the level of teachers' competencies had a significant relationship with their instructional skills in the TVL track. Additionally, the profiles of the teachers substantially influenced their level of competence in the TVL track.