Competencies of The Technical Vocational and Livelihood Agri-Crops Senior High School Graduates in Abra

This study determined the competencies of Technical-Vocational-Livelihood (TVL) Agri-Crops Senior High School graduates in Abra and examined the influence of teacher qualifications, school facilities, agricultural materials, tools and equipment, and teaching practices on graduates' competency levels. Using a descriptive-correlational research design, data were gathered from 204 TVL Agri-Crops graduates and 12 teachers through validated questionnaires and checklists. Descriptive and inferential statistics were used to analyze the data. Results showed that most graduates were competent in the core competencies of performing nursery operations, planting crops, caring for and maintaining crops, and carrying out harvest and post-harvest operations. The majority achieved competency in COC 1, COC 2, and COC 3, while fewer graduates attained competency in COC 4. Teachers generally possessed appropriate qualifications, including postgraduate studies, National Certificates, relevant training, and teaching experience. School facilities and agricultural resources were moderately available and adequate, although deficiencies were noted in laboratories, water pumps, and hand tractors. Among the teacher-related variables, only years of teaching experience significantly influenced graduates' competency. School facilities and the adequacy of agricultural materials, tools, and equipment showed no significant relationship with competency levels, whereas teachers' instructional practices significantly influenced competency, particularly in COC 3 and COC 4. The study recommends strengthening experiential learning opportunities, enhancing teachers' industry exposure, and improving school facilities and equipment further to develop graduates' competencies in agricultural crops production.

Technical-Vocational-Livelihood (TVL), Agri-Crops, Competency Assessment, Teaching Practices, Agricultural Education

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