Teacher Qualifications, Learner Mastery, and Resource Adequacy in the Technical-Vocational Livelihood Home Economics Strand
DOI:
https://doi.org/10.5281/zenodo.21675646Keywords:
achievement level, curriculum implementation, instructional materials, physical facilities, senior high school, teacher training, technical-vocational livelihoodAbstract
Philippine senior high schools have offered the Technical-Vocational Livelihood (TVL) track since 2016, yet school-level evidence on how adequately the Home Economics strand is staffed and resourced remains limited. This study determined the status of implementation of the TVL-Home Economics strand in six public secondary schools in Area I, Division of Leyte, during School Year 2022-2023. A descriptive quantitative design was employed. Total enumeration produced 6 school administrators and 10 Home Economics teachers, while stratified random sampling produced 127 Grade 12 learners. Data were gathered through an adopted survey questionnaire covering respondent profile and the adequacy, availability, and usability of curricular and physical resources, and through three 50-item achievement tests in Cookery, Food and Beverage Services, and Bread and Pastry Production drawn from TESDA Online Program modules. Documentary analysis of Basic Education Information System records supplied graduation data. Frequency, percentage, mean, standard deviation, and mean percentage score (MPS) were computed. Half of the teachers held only a baccalaureate degree and 70% had fewer than five years of TVL teaching experience; 80% had received no Department of Education specialized training and 70% held no Trainer’s Methodology certification, while most administrators specialized in non-technical fields. Learner achievement was Average across the three sub-tests (overall MPS = 41.20%), far below the 75% departmental target, even as the mean graduation rate reached 91.58%. Instructional materials and assessment tools were rated Very High on all three dimensions, whereas physical facilities, tools, and equipment were rated High, with TVL offices rated Low. The findings indicate that material provision has outpaced human-resource development, and argue for targeted certification support, protected laboratory budgets, and dedicated TVL workspaces.
Downloads
References
Acar, D. B. (2017). The implementation of the 11th grade senior high school program academic track in Science Technology Education Center (STEC): An action plan. International Journal of Innovation and Research in Educational Sciences, 4(4), 491–495.
Akomolafe, C. O., & Adesua, V. O. (2016). The impact of physical facilities on students’ level of motivation. Journal of Education and Practice, 7(4), 38–42. https://files.eric.ed.gov/fulltext/EJ1092365.pdf
Albarico, S. E. (2014). Adequacy of instructional materials used by teachers in teaching Technology and Livelihood Education. Journal of Education and Literature, 1(1), 12–19.
Alonzo, A. M. (2017). Level of implementation of Technical Vocational Education (TVE) program in technical vocational agricultural secondary schools in Leyte [Unpublished master's thesis]. Visayas State University.
Autentico, J., & Alerta, G. (2020). Incidence of job mismatch among TVL graduates in Butuan City, Philippines. PEOPLE: International Journal of Social Sciences, 6(2), 164–176. https://doi.org/10.20319/pijss.2020.62.164176
Bacus, R. C., & Alda, R. C. (2022). Senior high school teaching: A phenomenological inquiry. Malaysian Journal of Learning and Instruction, 19(1), 242–276. https://doi.org/10.32890/mjli2022.19.1.9
Brillantes, K. B., Orbeta, A. C., Abrigo, K. A., Capones, E. M., & Jovellanos, J. B. (2019). Status of senior high school implementation: A process evaluation (Discussion Paper Series No. 2019-13). Philippine Institute for Development Studies. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1913.pdf
Caballero, F. A. (2015). Readiness of public secondary schools on the implementation of the Senior High School (SHS) program in Division of City Schools–Cayan de Oro City. Liceo Journal of Higher Education Research, 11(1), 118–135. https://ejournals.ph/article.php?id=12129
Calanog, M. B. (2019). Challenges in teaching exploratory courses of Technology and Livelihood Education using pedagogical approach. International Journal of Research in Engineering, Science and Management, 2(4), 302–305.
Capistrano, C. (2019). Level of application skills in Bread and Pastry Production of TVL Grade 11 of Kapayapaan Integrated School. Ascendens Asia Journal of Multidisciplinary Research, 3(2), 45–52.
Combalicer, L. F. (2016). Best practices and problems in the initial implementation of the K+12 curriculum among the teachers in Infanta, Quezon: Implications to an effective implementation of senior high school. Journal of Education and Social Sciences, 4(3), 20–28. https://www.jesoc.com/wp-content/uploads/2016/08/Edu-4
Delmonte, F. R. (2022). Teachers’ profile, knowledge on DepEd’s policies, and programs structure and work efficiency: Inputs to intervention. International Journal of Multidisciplinary Academic Research, 3(1), 14–25.
Department of Education. (2019). Policy guidelines on the K to 12 basic education program (DepEd Order No. 021, s. 2019). https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Estonanto, A. J. (2017). Acceptability and difficulty of the STEM track implementation in senior high school. Asia Pacific Journal of Multidisciplinary Research, 5(2), 43–50.
Gamboa, J. N., Danganan, C. G., Gamboa, A. G., Koh, A. L., & Villanueva, L. F. S. (2020). Implementation of the senior high school program in public schools in Pampanga, Philippines. Religación: Revista de Ciencias Sociales y Humanidades, 5(25), 274–283. https://doi.org/10.46652/rgn.v5i25.644
International Labour Organization. (2021). Improvement of working and employment conditions for teachers. https://www.ilo.org/ipec/Partners/Teachers/Improvementofworkingandemploymentconditionsforteachers/lang--en/index.htm
Macaraeg, L. F., & Cocal, C. J. (2020). Effectiveness of competency-based capacity building of technical vocational teachers in Pangasinan. Southeast Asian Journal of Science and Technology, 5(1), 88–95.
Malgapo, C. R., & Ancheta, C. M. (2020). Pedagogical approaches and techniques of non-education graduates teaching General Mathematics in the senior high school. International Journal of Advanced Engineering, Management and Science, 6(10), 468–475.
Mañanita, M. C. (2021). Adequacy and utilization of tools and equipment and students’ performance in technical vocational and livelihood education. International Journal of Scientific and Research Publications, 11(8), 101–110. http://dx.doi.org/10.29322/IJSRP.11.08.2021.p11614
Ogbu, J. E. (2015). Influences of inadequate instructional materials and facilities in teaching and learning of electrical/electronics technology education courses. Journal of Education and Practice, 6(33), 39–46.
Okongo, R. B., Ngao, G., Rop, N. K., & Nyongesa, W. J. (2015). Effect of availability of teaching and learning resources on the implementation of inclusive education in pre-school centers in Nyamira North Sub-County, Kenya. Journal of Education and Practice, 6(35), 132–141.
Olayinka, A. B. (2016). Effects of instructional materials on secondary school students’ academic achievement in social studies in Ekiti State, Nigeria. World Journal of Education, 6(1), 32–38. https://doi.org/10.5430/wje.v6n1p32
Orbeta, A. C., & Esguerra, E. (2016). The national system of technical vocational education and training in the Philippines: Review and reform ideas (Discussion Paper Series No. 2016-07). Philippine Institute for Development Studies.
Orbeta, A. C., Lagarto, M. B., Ortiz, M. K., Ortiz, D. A., & Potestad, M. V. (2018). Senior high school and labor market (Discussion Paper Series No. 2018-20). Philippine Institute for Development Studies.
Orbeta, A. C., Lagarto, M. B., Ortiz, M. K., Ortiz, D. A., & Potestad, M. V. (2019). Senior high school and the labor market: Perspectives of Grade 12 students and human resource officers (Research Paper Series No. 2019-04). Philippine Institute for Development Studies. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsrp1904.pdf
Organisation for Economic Co-operation and Development. (2019). Education at a glance 2019: OECD indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
Puricallan, J. A. (2020). Senior high school program: Implementation and procedures. Journal of World Englishes and Educational Practices, 2(2), 105–112.
Republic Act No. 10533. (2013). An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes (Enhanced Basic Education Act of 2013). Official Gazette of the Republic of the Philippines.
Rusiana, A. A., & Flores, R. V. (2019). Assessment of tools and equipment in teaching senior high school technical vocational and livelihood track. EPRA International Journal of Research and Development, 4(1), 55–61.
Stadler-Altmann, U. (2015). Learning environment: The influence of school and classroom space on education. In C. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge international handbook of social psychology of the classroom (pp. 548–559). Routledge.
Symeonidis, V. (2015). The status of teachers and the teaching profession: A study of education unions’ perspectives. Education International.
Wambua, M. M., Murungi, C. G., & Mutwiri, C. (2018). Physical facilities and strategies used by teachers to improve pupils’ performance in Kenya. International Journal of Pregnancy & Child Birth, 4(6), 241–245. https://doi.org/10.15406/ipcb.2018.04.00135
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
