Teachers' Specialized Expertise and Grade 12 TVL Home Economics Strand Students' Motivation Toward TESDA National Assessment: Basis for a Teacher Development Program

Participation of Senior High School Technical-Vocational-Livelihood (TVL) learners in the TESDA National Assessment remained low in the Division of Davao de Oro, although Joint Memorandum Circular No. 01, s. 2024 made the assessment free. This study determined the level of specialized expertise of TVL Home Economics (HE) teachers and its relationship with the motivation of Grade 12 HE students toward the TESDA National Assessment as a basis for a teacher development program. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and Social Cognitive Theory, the study used a descriptive-correlational design. Thirty HE specialized teachers, through total enumeration, and 323 randomly sampled Grade 12 HE students answered a researcher-made, expert-validated questionnaire (Cronbach’s α = 0.95). Data were analyzed with frequency, percentage, weighted mean, the t-test, ANOVA and Pearson r. Both groups rated the teachers’ expertise to a very high extent in all seven domains, with the highest composite means in pedagogical knowledge (M = 3.56) and contextual knowledge (M = 3.47). Students reported a very high extent of self-efficacy (M = 3.30) and environmental motivation (M = 3.36). Teachers’ expertise differed significantly by age in six domains, by sex in content knowledge, and by years of teaching and number of trainings in contextual knowledge; it did not differ by educational attainment or industry experience. Students’ motivation did not differ by age or sex. Contextual knowledge was the only domain significantly related to students’ environmental motivation (r = .380, p = .038). The study concluded that contextualized, industry-linked teaching was the expertise domain tied to student motivation, and it proposed Project IMMERSE+, a teacher development program that embeds structured industry immersion in the work-immersion monitoring visits of teachers and adds TESDA-aligned pedagogical upskilling with continuous monitoring.