Perspective of Rural Secondary Teachers on Pedagogical Approaches and Challenges in Technology and Livelihood Education

This narrative qualitative research explored the lived experiences of ten rural secondary Technology and Livelihood Education (TLE) teachers in Davao City Division, as they implemented pedagogical approaches amid various contextual challenges. Using in-depth interviews and thematic analysis, the study uncovered three major themes: resource limitations foster creativity, contextualized pedagogy rooted in community realities, and emotional resilience and teaching identity. Despite the scarcity of materials, inadequate infrastructure, and training gaps, teachers adapted by using indigenous resources, differentiated instruction, and community-based strategies to sustain effective teaching and student engagement. The study further revealed coping mechanisms such as collaboration among peers, reflective teaching practice, and strong intrinsic motivation that helped teachers nurture meaningful learning experiences. Key insights gained highlighted the necessity of flexibility in pedagogy, the effectiveness of differentiated and experiential learning, and the importance of aligning instruction with the socio-economic realities of learners in rural areas. These insights highlight TLE teachers as they continuously adapt and grow through reflective practice. The findings affirm that contextually grounded and resilience teaching can enhance both student learning outcomes and professional fulfillment. The study calls for stronger policy support, and increased resource allocation to further empower rural educators and enrich TLE instruction.