PREPAREDNESS OF TVL PROGRAM IMPLEMENTATION AT A PUBLIC SECONDARY MEMORIAL SCHOOL IN ZAMBOANGA PENINSULA: FACILITIES, TOOLS, AND TEACHER QUALIFICATIONS

This study investigates the preparedness of a public secondary memorial school in Zamboanga Peninsula to implement the K-12 Basic Education Curriculum, focusing on the Technical-Vocational-Livelihood (TVL) strand. The research employs a descriptive design to provide a comprehensive overview of the current state of readiness among TVL teachers and the availability of essential resources. The study involved 47 purposively selected TVL teachers from seven areas of specialization, who completed a researcher-constructed questionnaire. This instrument gathered detailed data on their academic qualifications, TESDA National Certificates, length of teaching experience, and participation in training and seminars related to TVL. The results indicate that a significant proportion of the teachers are well-qualified, with 64% holding master's units and 87% possessing TESDA National Certificate II (NC II) certifications, underscoring their capability to deliver the TVL curriculum effectively. However, the study also highlights critical deficiencies in the school's facilities, tools, and equipment, vital for providing practical, hands-on learning experiences essential to vocational education. For instance, Animation was moderately prepared, with mean scores of M=2.71 for facilities, M=2.92 for equipment, and M=2.66 for tools. In stark contrast, Carpentry demonstrated significant gaps, with mean scores of M=2.00 for facilities, M=1.64 for equipment, and M=2.44 for tools, indicating inadequate preparedness. Qualitative data from open-ended questions attached to the survey questionnaire revealed two critical themes: the insufficiency and substandard nature of the facilities, and the inadequate tools and equipment necessary for effective implementation of the K-12 curriculum. Teachers reported that the physical infrastructure and available resources are not only insufficient but also fail to meet TESDA standards, thus hindering the delivery of quality education. This lack of adequate facilities and equipment severely impacts the quality of teaching and learning, limiting students' ability to acquire essential skills and competencies required for employment and further education. The study concludes that while this public secondary memorial school’s TVL teachers are academically and professionally capable, the substandard facilities and lack of necessary tools and equipment pose significant barriers to effective curriculum implementation. To address these challenges, substantial investments in upgrading the school's infrastructure and resources are imperative. This will ensure that students receive a high-quality education that equips them with the skills and knowledge needed to succeed in a competitive workforce, thereby maximizing the potential benefits of the K-12 program.