Volume 1 - Issue 3 (March 2021)

Competencies and training needs analysis of technology and livelihood education teachers

- Giovanni M. Ortega *


This study aimed to evaluate the competencies and training needs of Technology and Livelihood Education teachers in selected secondary schools in the Division of Davao del Sur, Philippines. The study used the descriptive correlational survey research design. Complete enumeration was used in determining the respondents in which 106 Secondary TLE teachers within the division were considered. Two different survey questionnaires were used to gather the responses of teachers during the administration of the survey. Data were gathered, collated, and analysed using mean, standard deviation, and analysis of variance at 5% level of significance. The Technology and Livelihood Education (TLE) teachers were at the experienced level of competence denoting a high level of competence. The training needs of Technology and Livelihood Education (TLE) were low due to the periodic conduct of training and assessment to TLE teachers in technical-vocational courses. However, moderate needs were found in the following: membership to professional organizations that provide technical expertise and assistance in the teaching career; and exposure to the industry to improve the knowledge, skills, and attitudes needed for the job as well as to benchmark the necessary skill preparations to equip the learners. There is a significant difference in the level of competency and training needs of Technology and Livelihood Education teachers when analysed according to schools. TLE teachers from different schools have different levels of competence and training needs. Hence, it is recommended that a continuous development program for teachers may be conducted to enhance their competence and consequently responding to their needs..

Keywords: Topical progression, TSA, sequential progression, extended parallel progression.