Teaching and Learning Pedagogy in Technology and Livelihood Education among Secondary TLE Teachers

This study explored the teaching and learning pedagogy employed by secondary school TLE teachers, focusing on their strategies, competencies, and professional development. Specifically, it aimed to determine the profile of teacher-respondents in terms of age, sex, civil status, gross monthly income, highest educational attainment and specialization, number of years in teaching TLE, and participation in relevant in-service training. It also examined the most commonly used teaching strategies and their alignment with the TLE competencies in the K–12 curriculum.
A quantitative descriptive-correlational research design was utilized, with self-made questionnaires administered to all the Secondary TLE Teachers in Cluster IV of Samar Division, which is composed of Jiabong, Motiong, Paranas and Hinabangan Districts during the School Year 2025–2026. The data were analyzed using frequency count, percentage, weighted mean, standard deviation, Spearman Rho, Point-Biserial Correlation, and Cramer’s V to describe the respondents’ profile, determine the level of utilization of teaching strategies, and identify relationships between variables.
Findings revealed that the majority of teachers employ direct instruction, inquiry-based learning, scaffolding, role-playing, and authentic assessment to improve the delivery of competency-based instruction. Teachers’ highest educational attainment showed a weak negative relationship with their pedagogical utilization (r = −.214), but this relationship was not statistically significant at the 0.05 level (p = .053). The study underscores the importance of continuous professional development and recommends the continued use of varied teaching strategies to enhance TLE instruction, thereby improving students’ technical skills and readiness for the workplace.

Teaching and Learning Pedagogy, Technology and Livelihood Education (TLE), Teaching Strategies

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