Work Immersion Footprints: Impact on the Job Readiness and Skills Development of Senior High School TVL Students

This study explored the impact of the Work Immersion Program on the job readiness and skills development of the senior high school students at Sibonga National High School for the academic year 2024–2025. Specifically, it examined the extent of the program’s impact in terms of work ethics and relevant values, as well as the level of job readiness in relation to work readiness, skill application, employment prospects, and track alignment. A quantitative-descriptive survey method was employed, involving 70 Grade 12 Technical-Vocational-Livelihood (TVL) students, who were selected through cluster sampling. Data were gathered using a researcher-made and modified questionnaire validated by experts and aligned with DepEd Order No. 30, s. 2017. Results revealed that the Work Immersion Program was perceived as highly impactful in developing workplace competencies and values; however, certain areas, such as computer literacy, the alignment of immersion sites with student specialization, and exposure to diverse job functions, required improvement. Students were rated as moderately ready for employment, indicating a need for additional support in practical and digital skills. The study found significant relationships between the work immersion program and students’ job readiness and skills development. Based on the findings, an action plan was developed to address the identified gaps, focusing on enhanced industry partnerships, student training, teacher capacity building, and structured pre- and post-immersion activities. The results underscore the importance of refining work immersion strategies to better prepare students for the demands of the modern workplace. The study recommends the regular review and enhancement of immersion programs to ensure their relevance, responsiveness, and alignment with labor market needs and student career aspirations.