Instructional Skills of Technical-Vocational and Livelihood Track Teachers

Abstract: This study aimed to assess the instructional skills of Technical-Vocational and Livelihood (TVL) track teachers in a first-class municipality within a large school division for the school year 2024-2025. It employed a descriptive method utilizing survey questionnaire as instrument for 32 TVL Teachers. In particular, it sought to determine the profile of the respondents in terms of sex, highest educational attainment, length of service, plantilla position, and grade level handled. It also evaluated the teachers' instructional skills across four areas: classroom management, instructional delivery, pedagogical skills, and performance assessment. Also, the study examined the level of instructional skills when grouped according to the respondents' profiles and tested for significant differences among these groups. The research aimed to formulate a capability building plan based on the findings. The study employed a descriptive method, gathering data through questionnaires administered to TVL teachers in the selected municipality. Findings revealed that the teachers' instructional skills ranged from developing to proficient levels across all areas. Analysis showed no significant differences in instructional skills when grouped by respondents' profiles, indicating a generally uniform competency level. Based on the results, a capability building plan was proposed to enhance teachers' instructional skills further, aiming to improve the quality of technical-vocational education. Thus, it is recommended the importance of continuous professional development to strengthen instructional competencies among TVL track teachers. Keywords: Instructional Skills, Technical Vocational, Livelihood Track