WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue VIII (August 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue VIII (August 2025), p.12
JANICE A. NACION-SOLITO, LPT, MAIE
Teacher III
Del Pilar Integrated School, San Mariano, Isabela
Schools Division of Isabela, Region 02, Philippines
ABSTRACT
Technology and Livelihood Education (TLE) plays a vital role in equipping students with practical skills necessary for life and work in the 21st century. However, there is limited empirical data on how TLE is implemented in public secondary schools, particularly in the Second District of Isabela.
This study investigated the status of TLE instruction in public secondary schools in the Second District of Isabela. A descriptive research design was employed, involving eleven (11) school administrators and forty-five (45) TLE teachers. Data were gathered through questionnaires and informal interviews and analyzed using frequency counts, percentages, weighted mean, and t-tests.
Findings revealed that class sizes were generally manageable. However, only a few teachers and administrators had attended relevant trainings. Supervisory practices were limited to checking lesson logs and conducting classroom observations. Teachers were rated highly in classroom management, instruction, and discipline. Key challenges identified included insufficient training opportunities, inadequate tools and materials, large class sizes, and limited time for research. While administrators and teachers shared similar assessments on most aspects, significant differences were noted in areas concerning administrative support, availability of tools, and teacher competence.
Overall, the status of TLE instruction was found to be satisfactory, but there are still significant gaps in professional development, instructional resources, and administrative strategies. It is advised that schools and education authorities increase training opportunities, allocate sufficient funding for teaching materials, and strengthen support systems to boost the quality and effectiveness of TLE instruction.
Keywords: Technology and Livelihood Education, instructional resources, teacher competence, professional development, administrative support, public secondary schools
DOI 10.5281/zenodo.16779245
