Authors : Raymond O. Sarol; Dick Mar M. Velasco; Ailin V. Matugas; Arvin B. Candido; Kenneth June S. Potot

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/5bmvx4ss

Scribd : https://tinyurl.com/4pzr5f28

DOI : https://doi.org/10.38124/ijisrt/26jun620

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the challenges and issues encountered in teaching Home Economics in secondary schools as basis for policy enhancement. Home Economics, as part of the Technology and Livelihood Education (TLE) curriculum, plays an important role in developing students’ practical life skills, such as food preparation, family resource management, livelihood skills, and entrepreneurship. Despite its significance, the effective implementation of the subject is often affected by instructional, resource-related, and institutional concerns that limit both teaching effectiveness and student learning outcomes. This study aimed to identify these challenges, determine their effects on the teaching-learning process, and propose policy recommendations to improve the quality of Home Economics education. A qualitative research design using a case study approach was employed to gain a deeper understanding of the experiences and perspectives of teachers and students. The participants included selected Home Economics teachers and students from secondary schools who were chosen through purposive sampling. Data were gathered through in-depth interviews with teachers and focus group discussions (FGDs) with students. These methods enabled the participants to openly share their experiences, opinions, and observations regarding the issues encountered in teaching and learning Home Economics. The collected data were analyzed using thematic analysis. The findings revealed four major themes: inadequate resources, instructional challenges, learnerrelated issues, and systemic challenges. The study found that limited facilities, lack of instructional materials, large class sizes, insufficient time allocation, low student engagement, and inadequate administrative support negatively affect the delivery of Home Economics education. These interconnected challenges hinder teachers from effectively implementing practical activities and reduce students’ opportunities for meaningful learning experiences. Based on the findings, the study recommends enhanced resource allocation, continuous teacher training, strengthened curriculum support, and increased administrative involvement. The study emphasizes the importance of collaborative efforts among educators, school administrators, and policymakers in improving Home Economics education and preparing students for real-life challenges and future opportunities.

Keywords : Home Economics, Teaching Challenges, Policy Enhancement, Secondary Education, Qualitative Research and Quantitative with Case Study.

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