Administrative Practices, Trainer Competence, and Training Effectiveness of TESDA Provincial Training Center-Surallah South Cotabato

This study examined the trainer competence, administrative practices, and training effectiveness of TESDA training programs. Specifically, it determined the demographic profile of respondents in terms of age, sex, highest educational attainment, and role in the training program; assessed the level of administrative practices in terms of organizational planning and goal setting, resource and facility management, and quality assurance and monitoring systems; evaluated the level of trainer competence and training effectiveness; determined the differences in the variables when grouped according to demographic characteristics; examined the relationships among administrative practices, trainer competence, and training effectiveness; and identified the predictive influence of administrative practices and trainer competence on training effectiveness.
A quantitative descriptive-correlational research design was utilized involving 148 respondents composed of trainees, trainers, and trainer–assessors. Data were analyzed using mean and standard deviation, Mann–Whitney U test, Kruskal–Wallis test, Spearman’s rho correlation, and multiple regression analysis.
The findings revealed that administrative practices, trainer competence, and training effectiveness were all rated very high. No significant differences were found when grouped according to age, sex, educational attainment, and role in the training program. Strong positive and significant relationships were observed between administrative practices and training effectiveness (ρ = 0.85, p = 0.000) and between trainer competence and training effectiveness (ρ = 0.87, p = 0.000). Multiple regression analysis further revealed that both administrative practices and trainer competence significantly predict training effectiveness, with trainer competence exerting a slightly stronger influence. The regression model demonstrated a strong explanatory power (R² = 0.78).
The study concluded that both administrative practices and trainer competence are critical determinants of training effectiveness in TESDA programs. It is recommended that TESDA institutions strengthen digital administrative systems, continuously upgrade trainer competencies, improve facilities and equipment, and enhance industry partnerships to sustain training quality and employability outcomes.

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