Instructional Support and Professional Development on Competencies  of Technology and Livelihood Education Teachers

Windy Sandoval  Dioquino; Dr. Aprell  Abellana

doi:10.17605/ijie.v5i11.3614

Windy Sandoval Dioquino College of Education, Central Mindanao University
Dr. Aprell Abellana College of Education, Central Mindanao University

DOI: https://doi.org/10.17605/ijie.v5i11.3614

Keywords: Instructional Support, Professional Development, Competencies of Technology and Livelihood Education (TLE) Teachers

Abstract

This study explored the relationship of instructional support and professional development the competencies of Technology and Livelihood Education (TLE) teachers, taking the views and perceptions of some 205 Technology and Livelihood Education (TLE) public school teachers in Region X – Northern Mindanao. This took place in the first quarter of school year 2021-2022. A questionnaire on instructional support, professional development, and teacher competencies were used to obtain the answers to the problems of the study. A descriptive-correlational analysis method of research was utilized. The data gathered were analyzed using frequency counts, percentages, means, and correlation analysis. Through regression, the study determined the predictor variables of Technology and Livelihood Education (TLE) teachers’ competencies in Region X – Northern Mindanao.

Instructional materials were found to be seldom provided by schools as these were fairly utilized for use by Technology and Livelihood Education (TLE) teachers. On the other hand, the results for instructional methods revealed that planning strategies, instructional strategies, assessment practices, and curriculum development were highly implemented. The teachers were equipped with the necessary preparations in their function as frontliners in delivering services to their clientele.

The professional development of Technology and Livelihood Education (TLE) teachers were found to be satisfactory. This means that schools have seldomly provided teachers with opportunities to attend seminars, workshops, and training.

Instructional materials, instructional methods in terms of planning strategies and instructional strategies, and professional development were significantly correlated to the competencies of Technology and Livelihood Education (TLE) teachers. The research and extension activities, seminar/workshop/training, and instructional strategies were the predictors of the Technology and Livelihood Education (TLE) teachers’ competencies.

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