Competencies Integrating 21st Century Skills in Teaching Practices among Technology and Livelihood Education (TLE) Teachers in the Technical-vocational Schools in the Division of Northern Samar

Abstract

This study aimed to determine the competencies integrating 21st-century skills of Technology and Livelihood Education (TLE) teachers in the technical-vocational schools in the Division of Northern Samar. Specifically, it sought to describe the profile of teachers in terms of their baccalaureate degree earned, years in teaching TLE subjects, relevant trainings attended, and competency certification. It also assessed the extent to which teachers integrate 21st-century skills—namely communication, collaboration and teamwork, critical thinking and problem solving, life-long learning and career skills, learning and innovation, information management, occupational safety and health, environmental literacy, and entrepreneurial skills—as rated by themselves and their school administrators. Furthermore, it examined the significant relationships between the teachers’ profiles and their competencies in integrating these skills. The study employed a descriptive-correlational research design involving a total enumeration of 170 TLE teachers, along with 15 school heads and 15 TLE department heads from public technical-vocational high schools in the division. Data were collected using a researcher-developed questionnaire anchored on the Philippine TVET Trainers Qualification Framework (PTTQF) and analyzed using frequency counts, percentages, weighted means, and Pearson correlation. Findings revealed that the teachers were generally very highly competent in integrating 21st-century skills, with the highest level observed in occupational safety and health and the lowest in critical thinking and problem solving. Significant relationships were found between selected profile variables—such as degree earned, teaching experience, trainings attended, and competency certifications—and specific competency domains. These results imply the need for sustained capacity-building efforts, alignment of teaching assignments with academic specialization, and strengthened access to TESDA-aligned certifications and professional development programs to ensure effective delivery of TLE instruction responsive to 21st-century demands.