Exploring instructional competency gaps and assessment challenges: a phenomenological study of the experiences of non-TLE majors in delivering exploratory courses to Grade 7 students

This study explored the instructional gaps and assessment challenges faced by non-TLE major teachers in delivering Grade 7 exploratory TLE courses in Tantangan District, South Cotabato. Using a qualitative phenomenological approach, seven (7) non-TLE major teachers were purposively selected as participants. Data were collected through semi-structured interviews and analyzed using thematic analysis. Fifteen (15) themes emerged from the study. Results showed that the teachers struggled in delivering technical content due to limited background in TLE. They also had difficulties preparing practical activities and assessing hands-on tasks. Many relied on theory-based lessons and lacked access to updated tools and materials. In terms of assessment, they found it hard to create fair rubrics and check performance tasks properly. To cope, teachers engaged in self-learning, used online resources, and sought support from co-teachers. Despite their efforts, most still felt unready to meet the demands of TLE instruction. The study concluded that the instructional and assessment gaps affected student learning and performance. It highlighted the need for regular training, industry exposure, and strong support systems. Strengthening partnerships between schools, training centers, and industries can help equip non-TLE teachers with the needed skills to deliver effective and meaningful TLE instruction.