Teachers’ Interactional Competencies and Learners’performancein Technical Vocational Livelihood (Tvl)-Home Economics High Schools in Caloocan City: Basis for a Proposed Contextualized Sustainable Capacity- Building Program

Education today emphasizes not only the delivery of content but also the quality of interaction between teachers and learners. In the Technical Vocational Livelihood (TVL)–Home Economics strand, learning is largely practical and performance-based, requiring constant communication, guidance, and supervision. Learners are expected to develop technical skills that can be applied in real-life and workplace settings. With this, teachers’ interactional competencies play a significant role in influencing how learners understand lessons, perform tasks, and achieve expected learning outcomes. The effectiveness of instruction in TVL–Home Economics is therefore closely linked to how teachers interact with learners during theoretical discussions and hands-on activities.
Furthermore, existing educational policies and legal frameworks emphasize quality instruction and learner development through DepEd Order No. 42 (2017), otherwise known as National Adoption and Implementation of the Philippine Professional Standards for Teachers. Quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable building. Republic Act No. 10533 (2013), also known as the Enhanced Basic Education Act of 2013, emphasizes the importance of developing learners’ skills and competencies aligned with industry needs. The Technical Education and Skills Development Authority (TESDA) further supports competency-based instruction, particularly in technical and vocational education. These policies recognize the critical role of teachers in facilitating effective learning through appropriate teaching practices and meaningful interaction with learners

Economics , Caloocan City, Competencies , Education

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