Competency Assessment of TLE Teachers in Selected Public Schools in the Division of Dasmarinas City, Cavite
DOI:
https://doi.org/10.65339/ijsair.V2.I3.826Keywords:
Content Skills, Instructional Skills, Practical Skills, Professional Development, Teacher Competency, Technical Proficiency, Technology and Livelihood Education (TLE)Abstract
Technology and Livelihood Education (TLE) teachers play a critical role in developing learners' workforce-ready competencies through quality technical and vocational instruction. This study assessed the competency of TLE teachers in the Division of Dasmariñas City, Cavite, as a basis for strengthening professional development and improving instructional quality. The study was anchored on McClelland's Competency Theory and utilized the Input–Process–Output (IPO) framework to examine teacher competency in the domains of Content Skills, Practical Skills, Instructional Skills, and Technical Proficiency. A descriptive research design was employed involving public secondary school TLE teachers from selected very large public secondary schools in Dasmariñas City. Data were gathered using a validated and reliable researcher-made questionnaire and analyzed through frequency, percentage, mean, and Chi-square (χ²) Test of Independence. The findings revealed that TLE teachers were Highly Competent across all competency domains. However, relatively lower ratings were observed in technology integration, updated industry practices, and continuous participation in professional development activities. Most demographic variables, including age, sex, specialization, National Certificate (NC) program attainment, years of teaching experience, and number of trainings attended, showed no significant relationship with overall competency. In contrast, teaching position demonstrated a significant relationship with practical, instructional, technical proficiency, and overall competency, while training participation significantly influenced instructional skills. The study concluded that TLE teachers possess strong professional competencies but require sustained professional development to enhance emerging technical and instructional competencies. It recommends continuous competency enhancement through regular trainings, technology-upskilling, industry immersion, mentorship, and career development initiatives. The study supports Sustainable Development Goals (SDGs) 4 (Quality Education), 8 (Decent Work and Economic Growth), and 9 (Industry, Innovation and Infrastructure) by promoting teacher competency, workforce readiness, and industry-aligned instruction. Its sustainability contribution lies in providing evidence to support competency-based professional development, curriculum enhancement, instructional quality, and continuous institutional improvement in Technology and Livelihood Education.
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