Outline Tle

Instructional Competencies of Technology and Livelihood Education
Teachers in Sta.Cruz District, Sta. Cruz, Zambales

Rowena D. Mendez
Type of Study
This research used a descriptive survey design

incorporating both quantitative and qualitative
approaches.
The term "descriptive research" refers to a

type of research in a study aimed at accurately
portraying the respondents
Research Questions
What is the profile of the respondents in terms of:

1.1. Age;
1.2. Gender;
1.3. Civil Status;
1.4. Educational Attainment;
1.5. Field of Specialization;
1.6. Teaching Position;
1.7. Length of Service;
1.8. In-service training attended; and
1.9. National Certification?
2. How is the level of instructional competencies of
teachers described as perceived by the teachers
themselves in:
2.1. Home Economics (HE);
2.2. Industrial Arts (IA);
2.3. Agri-Fishery Arts (AFA); and
2.4. Information and Communication Technology
(ICT) component areas?
3. Are there significant relationships in the level of
instructional competencies of TLE teachers when the
teachers are classified as to age, gender, civil status,
educational attainment, the field of specialization,
teaching position, length of service, number of years
teaching TLE In-service training attended, and
National Certification?
4. What action plan may be proposed based on the
findings?
Participants
The respondents of this action research are all
Secondary Technology and Livelihood Education
Teachers of Sta. Cruz District, Sta. Cruz,
Zambales. Sta. Cruz District is composed of ten (10)
public secondary schools. The researcher employed a
total population sampling method to identify the 49
teacher respondents in this study.
Instructional Competencies of TLE Teachers
Exploratory Courses
The level of instructional competency of Sta. Cruz
District teachers in Exploratory Agri
-Fishery Arts
Courses are shown in Table 12. The TLE teachers
obtained the highest mean rating of 3.47 or
“Intermediate” in the competency under Food
Processing (Fermentation/Pickling), while the lowest
competency level in that area is 3.31 but still
"Intermediate” level in Food Processing Course.
To address the gaps in the level of

instructional competencies in the different component
areas of TLE
1. encouraged to enroll in
short courses offered by TESDA
2. undergo assessment and evaluation to qualify for
Certification.
3. Conduct in-service training in making
video lessons,
4. making instructional materials using
MS PowerPoint,
5. employing suitable teaching
strategies, facilitating competency-based education,
6. developing digital learning strategies can also
enhance teachers' instructional competencies.
7. the Department of Education should

allocate funds to purchase appropriate instructional
materials, tools, and equipment and build functional
laboratory classrooms for the different specializations
in technology and Livelihood education subjects.
8.teachers should have a continuous

education evaluation or analysis of their performance
in teaching Technology and Livelihood Education to
improve their weak points and enhance their strong
points
9. Linkages and community involvement
ON BECOMING TECHNOLOGY AND LIVELIHOOD

EDUCATION TEACHERS
OBJECTIVES OF THE STUDY
1.) describe the attitude toward becoming a
TLE teacher;
2.) determine the subjective norm
toward becoming a TLE teacher; and
3.) identify
the perceived behavioral control towards becoming
a TLE teacher.
RESULTS AND DISCUSSION
1. Attitude towards Becoming TLE Teachers
2. Perceived Subjective Norm towards Becoming a TLE teacher
3. Perceived Behavioral Control towards becoming a TLE teacher
RECOMMENDATIONS
1. outcomes or benefits of becoming a TLE teacher
2. community members may be informed about the what and why of choosing teaching as a career
specifically in the field of TLE
3. develop programs to capacitate TLE instructor/ professor with relevant methodology and technology
competencies
Training Regulation-Based and Entrepreneurship-Based Approaches in Teaching
Technology and Livelihood Education (TLE) Exploratory Courses in the
K to 12 Program at Leyte Normal University
Two approaches in teaching Technology and Livelihood Education (TLE).
1. Entrepreneurial-Based Teaching Approach

2. Training Regulations-Based Teaching Approach.
Ethical Issues:
Data analysis
Geographic location
Family Background
Studying Experiences
Academic Performance

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Instructional Competencies of Technology and Livelihood Education

Teachers in Sta.Cruz District, Sta. Cruz, Zambales

This research used a descriptive survey design

The term "descriptive research" refers to a

What is the profile of the respondents in terms of:

Instructional Competencies of TLE Teachers

To address the gaps in the level of

7. the Department of Education should

8.teachers should have a continuous

9. Linkages and community involvement

ON BECOMING TECHNOLOGY AND LIVELIHOOD

Two approaches in teaching Technology and Livelihood Education (TLE).

1. Entrepreneurial-Based Teaching Approach

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