Assessing Pre-service Teachers' Level of Technical-vocational and Pedagogical Competencies in Southern Philippines

Pre-service teaching is a fundamental component of teacher preparation, providing future educators with hands-on experience in the classroom, where they can apply theoretical knowledge in real-world settings. This phase is essential in shaping teachers who will contribute to societal progress by educating future generations. However, despite its importance, there are challenges in consistently assessing the competencies of pre-service teachers, especially within technical-vocational and pedagogical education, where standards can vary. Addressing these gaps in assessment is crucial for developing a skilled teaching workforce, which is why this study aims to evaluate the technical-vocational and pedagogical competencies of fifty (50) BTVTED pre-service teachers selected using the total population sampling technique in Southern Philippines. A validated 5-point Likert scale survey questionnaire comprised of 42 items specifically designed to assess pre-service teachers' technical-vocational and pedagogical competencies were utilized in the data collection of the study. This study employed descriptive research design and statistical tools like mean and standard deviation to analyze and interpret the data gathered. The study’s findings revealed that the grand mean of the pre-service teachers' technical-vocational and pedagogical competencies (M=4.47, SD=0.86) is classified as “Competent”. The highest ratings were observed in the “Diversity of Learners” (M=4.63, SD=0.61), “Learning Environment” (M=4.59, SD=0.62), “Curriculum and Planning” (M=4.59, SD=0.67), “Community Linkages and Professional Engagement” (M=4.52, SD=0.65), and “Technical and Vocational Knowledge and Pedagogy” (M=4.32, SD=0.81) which are classified as “Highly Competent”. The lowest ratings were observed in the “Assessment and Reporting” (M=4.33, SD=0.84) and “Personal Growth and Professional Development” (M=4.34, SD=0.86) which are classified as “Competent” only. In conclusion, while the pre-service teachers still perceive themselves as competent in some areas, there is some indication that they feel less equipped to apply various assessment methods and engage in ongoing self-improvement consistently. Recommendations to enhance pre-service teachers’ least mastered competencies and for future research are included in this study.