Technical Vocational Livelihood Work Immersion, Students’ Employability Competencies, and Satisfaction: Towards a Proposed Innovative Implementation Exemplars

This study aims to determine the implementation of the Technical Vocational Livelihood (TVL) Work Immersion Program of senior high schools in the Divisions of Marikina City, Pasig City, and Makati City during the school year 2022-2023 as correlate of students’ employability competencies and satisfaction. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument. The respondents of the study included 44 work immersion teachers, 327 students, and 57 industry partners. The statistical tools used to treat the data were the percentage, weighted mean, one-way ANOVA, z-test, Pearson r, correlated t-test, and Tukey pairwise comparison. Based on the statistical analysis, the study found out that there were no significant differences in the perceptions of the students, teachers and industry partner respondents on the implementation of the TVL work immersion program as evidenced by the computed F values of 3.00, 1.19, 2.25 and 2.87, respectively, but there were significant differences in the perceptions of the three groups of respondents on the implementation of the TVL work immersion program with regard to students’ progress and performance and work immersion supervision as revealed by the computed F values of 7.39 and 6.85. Thus, there was no significant difference between the perceptions of the two groups of respondents on the level of employability competencies of the students pertaining to basic and common competencies as evidenced by the computed Z value of 0.45 and 0.93, respectively but there was a significant difference between the perceptions of the teachers and the industry partners as evidenced by the computed Z value of 4.15 and 3.81, respectively, which are higher than the critical z value of 1.96. Hence, there was a moderate significant relationship between the extent of work immersion implementation, however, there was a high significant relationship between the extent of work immersion implementation and the administrative concerns on the basic employability competencies as shown by its Pearson r of 0.7 with computed t value of 11.34; for the core employability competencies of the two subjects, Bread and Pastry Production and Food and Beverage Services, there was a weak significant relationship in terms of objectives, curriculum implementation, delivery process, students’ progress and performance, and work immersion supervision as reflected by their Pearson r’s from 2.27 to 3.36 and computed t values from 2.80 to 3.86; for Food and Beverage and Services competencies, there was a moderate significant relationship on delivery process, students’ progress and performance, and work immersion supervision as shown by the Pearson r’s, 0.40 to 4.9 and computed t values from 5.18 to 5. 77, higher than the critical t value of 1.98; for Bread and Pastry Production and Food and Beverage Services, there was a Very Low Correlation or almost negligible relationship, hence, a non-significant relationship exists as evidenced by the Pearson r’s of 0.10 to 0.01 and computed t value of 0.10 and 1.01; the level of students’ satisfaction has a moderate relationship with the extent of implementation of the TVL work immersion in terms of objectives, curriculum implementation and compliance, delivery process, students’ progress and performance, work immersion supervision, and administrative concerns as evidenced by their Pearson r’s from 0.42 to 0.59 and the computed t values from 8.34 to 13.17. The study suggested Work Immersion Implementation Exemplars to further enhance the implementation of the TVL Work Immersion Program.