Bread and Pastry Production Competencies of TVL Teachers in Bucay-Manabo District
DOI:
https://doi.org/10.5281/zenodo.23479850Keywords:
Bread and Pastry Production, TVL teachers, TESDA NC II, teacher technical competence, classroom observation, professional developmentAbstract
This study assessed the Bread and Pastry Production (BPP) competencies of Technical–Vocational–Livelihood (TVL) teachers in the Bucay–Manabo District of Abra in relation to TESDA National Certificate II standards and developed a needs-based training program. A mixed-methods design combined competency-rating surveys, Classroom Observation Tool (COT) records, document analysis, and semi-structured responses from 30 teachers, seven supervisors, and 176 students (N = 213). Descriptive statistics, Pearson correlations, one-way analysis of variance, and thematic categorization were used. Teachers obtained a Consolidating COT rating (M = 5.72). The pooled competency means were 4.52 for basic competencies (Highly Competent), 4.17 for common competencies (Competent), and 3.97 for core competencies (Competent). Teachers rated their own overall competencies higher (M = 4.62) than supervisors (M = 3.99) and students (M = 4.06); the between-group test was significant, F(2, 209) = 17.31, p < .01. Plantilla position was positively related to classroom performance (r = .413), whereas COT performance was not significantly correlated with overall BPP competence (r = .066). Qualitative responses identified advanced cake, gateaux, tortes, and petits fours skills as the leading improvement priority, followed by laboratory facilities and certification alignment. Findings informed a proposed eight-week, competency-based BPP Teaching Excellence Program integrating technical workshops, digital tools, assessment preparation, and facilities planning. The study indicates that strong pedagogical observation ratings should be complemented by direct technical-skills assessment and targeted professional development.
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