DELVING INTO THE LIVED EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS: INTEGRATION OF SCIENCE INTO TVL SUBJECTS IN FOCUS

This phenomenological inquiry explores the lived experiences of Technical-Vocational-Livelihood (TVL) teachers as they integrate scientific concepts into TVL subjects.The study investigates how science is incorporated into skill-based instruction, focusing on the perspectives and challenges faced by these teachers.Conducted in the public schools of the Mati North District in Mati City Division, the research involved seven TVL teachers who participated in detailed interviews and seven others in a focus group discussion.The findings reveal that the experiences of TVL teachers integrating science into TVL subjects are characterized by challenges in instructional scientific competencies and pedagogical difficulties in adapting scientific concepts to the TVL context.Limited learning resources further intensify these challenges.To address the issue of integrating science into TVL subjects, teachers employ proactive preparation, resourcefulness, simplification of concepts, and experiential learning methods.The insights of TVL teachers are summarized in three main themes: the role of science in enhancing TVL skills, the importance of utilizing science in the 21st century to improve adaptability in real-world situations, and the need for contextualized and science-based learning materials to support TVL skills.The study's findings aim to inform and enlighten all members of the academic community, providing a foundation for developing plans and strategies to address the specific challenges associated with integrating science into TVL subjects.