Authors : Rodelyn A. Flores; April Rose Sacaben; Adriane Espolong; Lyra Aranjuez; Marlou Carceller; Nolie, Jr. C. Guadalquiver

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/yb4me4xb

DOI : https://doi.org/10.38124/ijisrt/25jun600

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 qualitative study explores the opportunities and challenges faced by Bachelor of Technology and Livelihood Education (BTLED) Home Economics teachers who are assigned to teach other Technical-Vocational-Livelihood (TVL) specializations in secondary schools across Davao del Norte, Philippines. Utilizing a phenomenological approach, the study involved in-depth interviews (IDIs) with five participants to gain insights into their lived experiences. The findings reveal that the teachers encounter key opportunities, such as adapting to diverse specializations and preparing for evolving career demands. Simultaneously, they face significant challenges, including navigating curriculum complexity, maintaining professional flexibility, and experiencing personal and professional growth through these challenges. To overcome these hurdles, teachers employ a variety of strategies such as self-directed learning, innovative teaching methods, and adaptive instructional approaches to meet the objectives of their assigned subjects. This study underscores the importance of supporting BTLED Home Economics teachers through targeted professional development programs, curriculum enhancements, and institutional initiatives tailored to their unique experiences. Moreover, the research opens avenues for further studies that can deepen our understanding of the untold stories of BTLED teachers handling other TVL specializations.

Keywords : Technology and Livelihood Education, Phenomenological Study, Curriculum Challenges, Philippines.

References :

1. Amoy, C. (2024). Technology and Livelihood Education TLE Teachers’ Professional Development and The Use of Innovative teaching method. ISSN 3028-1261.
2. Arnaldo, A. R., & Villacorta, E. R. (2023, June). Competencies, Instructional Skills, and Challenges of Teachers in Implementing the Technical-Vocational and Livelihood Senior High School Track. International Journal of Multidisciplinary Studies and Technology, 10(2).
3. Barcelona, M. V., Bayeta, R. S., Mendoza, B. B., & Panganiban, V. A. (2023). Challenges and Opportunities of TLE Teachers in Philippine Public Schools: An Inquiry. British Journal of Multidisciplinary and Advanced Studies, 4(1), 60–72.
4. Bergeson, A. (2023). Helping Students Find Reliable Sources Online: A Guide for Educators. LinkedIn.
5. Braun, V., & Clarke, V. (2012). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298.
6. Brooks, D. P., & Brooks, R. M. (2012). The power of mindsets: Nurturing engagement, motivation, and resilience in students. In P. Schutz & M. Zembylas (Eds.), The Oxford handbook of emotion and learning (pp. 427–440). Springer.
7. Chang, C.-Y., Huang, T.-C., & Lin, C.-P. (2021). How students can effectively choose the right courses: Building a recommendation system to assist students in choosing courses adaptively. Educational Technology & Society, 25(1), 61–74.
8. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
9. Creswell, J. W. (2013). Research design: Qualitative and quantitative approaches. Sage Publications.
10. Daniel, M. (2023). Teacher adaptability in diverse learning environments. Journal of Teaching and Education, 14(2), 45–57.
11. Domine, L. (2023). Exact learning dynamics of deep linear networks with prior knowledge. Journal of Statistical Mechanics: Theory and Experiment, 2023(11), 114004.
12. Fernandez, P. J. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th Industrial Revolution. Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31.
13. Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
14. Fredriksen, B., & Brar, S. (2015). Getting textbooks to every child in Sub-Saharan Africa: Strategies for addressing the high cost and low availability problem. World Bank Publications.
15. Goodnough, K. (2007). Enhancing pedagogical content knowledge through self-study: An exploration of problem-based learning. Teaching and Teacher Education, 23(7), 1017–1026.
16. Horsley, L. (1987). Loucks-Horsley, Susan; And Others Continuing to Learn: A guidebook for Teacher Development. (ED 285 837). ERIC.
17. Howard, A., & Aleman, A. (2008). Teacher capacity for diverse learners. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 642–660). Routledge.
18. Jones, C. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education. Nurse Education Today, 25(2), 105–111.
19. Konecki, K. T. (2008). Triangulation and dealing with the realness of qualitative research. Qualitative Sociology Review, 5(3), 1–17.
20. Kutsyuruba, B., Walker, K. D., Stasel, R. S., & Makhamreh, M. A. (2019). Developing resilience and promoting well-being in early career teaching. Canadian Journal of Education/Revue canadienne de l'éducation, 42(1), 285–321.
21. Marjan, S. N., & Mozhgan, Y. (2011). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences, 15, 245–248.
22. Mitchell, J., & Manzo, A. (2018). The purpose and perception of learning objectives. Journal of University Teaching & Learning Practice, 15(5).
23. Mukundan, J. (2022). Novice-teacher challenges in materials selection, development, and use. PASAA, 64, 1–22.
24. Nalla, M. E. A. (2022). Lived Experiences, Challenges, and Coping Mechanisms of Teachers on the Current Paradigm Shift in Education: A Phenomenological Study.
25. Pamor, N. F., Andoy, M. L., & Andoy, A. A. (2024). Experiences of Technology and Livelihood Education Teachers in the Division of Davao Del Norte: A Phenomenological Study. Asian Journal of Education and Social Studies, 50(7), 438–450.
26. Patton, M. Q., & Cochran, M. (2002). A guide to using qualitative methodology. Médecins Sans Frontières.
27. Schadt, L. (2017). Developing Learning Objectives. Center for Excellence in Teaching and Learning, University of Connecticut.
28. Shohel, M. M. (2021). Types of Research Gaps. ResearchGate.
29. Smith, K. L. (2012). Coping Mechanisms and Level of Occupational Stress Among Agriculture Teachers and Other Teaching Populations [Master's thesis, Utah State University]. All Graduate Theses and Dissertations.
30. Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
31. Watters, J. K., & Biernacki, P. (1989). Targeted sampling: Options for the study of hidden populations. Social Problems, 36(4), 416–430.
32. Zhou, J. (2017, March). Why Does Writing Good Learning Objectives Matter? Duke Learning Innovation and Lifetime Education.