Work Immersion footprints: Impact on the job readiness and skills development of Senior High School TVL students

This study explored the footprints of the Work Immersion Program on job readiness, skills development, and educational experiences among Senior High School Technical-Vocational-Livelihood (TVL) students at Pulpogan National High School during the 2024–2025 academic year. Employing a quantitative descriptive research design with 32 respondents, the study assessed students’ competencies, work ethics, values, job readiness, and skills development through validated questionnaires. Findings revealed that while the program was highly effective in developing competencies (WM=3.62), work ethics (WM=3.58), and values (WM=3.61), students perceived only moderate job readiness (WM=2.74), particularly in technical skills (WM=2.72). A significant negative correlation emerged between perceived program impact and job readiness (r=-0.984), suggesting that increased awareness of workplace demands may lower their sense of preparedness. The study further identified gaps in industry alignment and application of technical skills. To address these findings, the study recommends a comprehensive Action Plan focused on enhanced technical training through quarterly workshops, expanded industry partnerships via MOUs with local businesses, career readiness seminars, annual curriculum reviews with industry input, and systematic program monitoring. This plan aims to bridge the gap between classroom learning and actual workplace requirements. The results underscore the need for targeted interventions to transform the Work Immersion Program into a more robust career preparation platform, thereby enhancing. TVL graduates’ employability in competitive job markets while aligning program improvements DepEd Order No. 30, s. 2017 guidelines.