Abstract
As the world keeps progressing at a breakneck speed, the Technology and Livelihood Education (TLE) teachers are playing an increasingly important role in equipping learners with industry-ready skills. However, multiple studies in the Philippines and elsewhere report a troubling lack of technical and pedagogical skills which impacts the educational outcomes. Locally in Tacurong City, teachers faced challenges with outdated teaching methods and insufficient resources. Many were also tasked with teaching subjects outside their expertise, which affected students’ learning outcomes. There was a pressing need for hands-on, targeted training programs that addressed the unique demands of the local labor market (Mendez, 2023). This study aimed to describe in detail the correlational relationships concerning the educational pedagogic didactic and the technologic competence of TLE Teachers based on the standards defined by PPST and TESDA. The results revealed that TLE teachers were “Moderately Competent” with strengths in information and literacy requiring improvement in application of strategies to culturally diverse learners, engagement, workplace communications, information and technology, environmental advocacy, and critical self-directed learning. Documented challenges included unrestrained budgetary access which less than unlimited instructional materials and laboratory space — attributed more to external influences than to teacher inadequacies. According to Ssemugenyi (2023), the integration of these diverse courses is crucial in fostering industry-ready skills in students. Similarly, UNESCO (2022) emphasized that the inclusion of practical skills such as those taught in these courses is key in preparing students for the global labor market. The investigation under review proves the need to address the unfulfilled formative professional growth with heightened automation in awareness of contemporary differentiated instruction, and global employment opportunities. Thus, a professional development program is proposed in order to effectively address gaps in competencies perceived as teaching.
