V3I10P53

The Technological and Pedagogical Skills of Technology and Livelihood Education (TLE) Teachers: Basis for Proposed Training Design

Angelica D. Taer^1*, Rosemarie D. Paceño, PhD²

Abstract

This study investigated the technological and pedagogical skills of Technology and Livelihood Education (TLE) teachers in East Butuan District 1, focusing on their teaching experience, ICT-related training, and competencies in word processing, presentation applications, desktop publishing, spreadsheet applications, and block coding. Findings revealed that participants had diverse teaching experiences, ranging from novice to seasoned educators, which enriched the perspectives on ICT integration. Teachers demonstrated moderate proficiency in word processing and basic presentation tasks but showed limited competence in desktop publishing, spreadsheets, and block coding, highlighting the need for targeted professional development. Statistical analysis indicated no significant differences in technological skills when teachers were grouped according to age or training attendance, suggesting that systemic factors such as access to resources and institutional support play a more decisive role in shaping competence than demographics or training frequency. Based on these findings, training designs were proposed to address skill gaps, emphasizing hands-on, learner-centered, and performance-based approaches to strengthen both technological and pedagogical capacities. The study concludes that continuous professional development, complemented with institutional support, is essential to equip teachers with the confidence and competence needed for effective ICT integration in TLE instruction. Ultimately, the research provides a foundation for enhancing teacher readiness in delivering technology-driven education, ensuring that learners are better prepared for the demands of the 21st century.

Keywords:

Technological and Pedagogical Skills, Technology and Livelihood Education, ICT Training, TLE Teachers, Professional Development.