Teachers' and Administrators' Lived Experiences of the Utilization on the HUSTLE (Honing Underperforming Students in Intervention in Technology and Livelihood Education): Basis for Framework Development

Purpose: This study explored teachers’ and administrators’ lived experiences of implementing and sustaining the HUSTLE intervention in Technology and Livelihood Education (TLE) and used their accounts as a basis for framework development. Methods: A descriptive phenomenological design was used at Justice Eliezer Delos Santos National High School, Valenzuela City, Philippines. Seven TLE teachers and three school administrators were selected through purposive, criterion-based sampling. Data were generated through semi-structured interviews, supported by field notes, and analyzed using the Colaizzi procedure described in the methodology. Results: Participants described a gradual transition from viewing HUSTLE as an additional responsibility to integrating it into teaching routines. Demonstrations, guided practice, simplified procedures, individualized assistance, feedback, and monitoring supported responsive instruction. Participants reported greater learner confidence and participation, while administrative supervision, communication, and collaboration supported continuity. Workload, limited time, scheduling conflicts, and insufficient resources constrained implementation. Material improvisation and cooperative problem-solving helped participants respond to these constraints. Conclusion: Sustaining HUSTLE requires coordinated instructional and organizational support rather than dependence on individual teacher commitment. The proposed HUSTLE Intervention Sustainability and Support Framework integrates responsive instruction, learner engagement, administrative leadership, collaboration, and continuous improvement. The findings represent participants’ perceptions; they do not establish causal effects on academic performance or validate the proposed framework.