Competencies Integrating 21st-Century Skills of Technology and Livelihood Education (TLE) Teachers in Northern Samar, Philippines: A Quantitative Case Study

Abstract

This study aimed to determine the extent of competencies integrating 21st-century skills among Technology and Livelihood Education (TLE) teachers in the Division of Northern Samar and examine their relationship to performance of TLE teachers. Specifically, it assessed teacher competencies based on the Philippine TVET Trainers Qualification Framework (PTTQF) in the areas of 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. Using a descriptive-correlational research design, the study involved complete enumeration of 170 TLE teachers, 15 school heads, and 15 department heads across 15 technical-vocational schools. Data were gathered using a structured survey and analyzed through Pearson correlation to explore relationships between competencies and performance, as measured by Individual Performance Commitment and Review (IPCR) ratings. Findings revealed that TLE teachers demonstrated very high levels of competence across most domains, with occupational safety and health emerging as the strongest area. However, relatively lower ratings were observed in critical thinking, learning and innovation, and the application of learning theories, indicating areas for further development. Teachers also received outstanding performance ratings based on their IPCR assessments. Notably, significant positive correlations were found between teacher performance and the domains of critical thinking and problem solving, learning and innovation, and environmental literacy. Conversely, a surprising negative correlation was observed in the area of communication, suggesting a potential gap between perceived competence and actual instructional effectiveness. The study concludes that while TLE teachers are generally well-equipped to integrate 21st-century skills, targeted professional development is needed to strengthen strategic thinking, innovation leadership, and reflective communication to further enhance performance of TLE teachers.