Evaluating TLE Teacher Skills and Competencies for Strategic Training Program Development

This study examined the vocational skills, instructional competencies, and contextual factors of Technology and Livelihood Education (TLE) teachers, with the aim of proposing a training program to support their professional growth. A quantitative descriptive-developmental research design was employed, utilizing a structured survey questionnaire to collect data. Descriptive and inferential statistical tools through the Statistical Package for the Social Sciences (SPSS) were used for data analysis. Findings revealed that TLE teachers demonstrated strong vocational and instructional competencies, supported by generally adequate resources and assistance, although areas for improvement were identified. Both experts and teachers considered the proposed training program relevant and responsive to the needs of TLE. Teachers, however, perceived the program as more practical for classroom application. While no significant differences were found in their evaluation of the program’s content and methodology, teachers rated its structure more favorably than experts. The results indicate that TLE teachers possess solid professional capabilities, and the proposed training program is a viable approach to enhancing their competencies. The study contributes to the improvement of TLE instruction by providing a structured basis for professional development initiatives. Continued support and sustained implementation of the program are recommended to strengthen teaching practices further and promote long-term professional growth.