Authors : Ben R. Leparto; Oliver P. Ponsades

Volume/Issue : Volume 9 - 2024, Issue 7 - July

Google Scholar : https://shorturl.at/1eFcv

Scribd : https://shorturl.at/A5wEf

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUL1230

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 quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

Keywords : Technology and Livelihood Education (T.L.E.), Self-Efficacy, Teaching Competence, Performance Standards, TLE Teachers Medication Analysis, Philippines.

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