Experiences of Non-Education Teachers in Technical Vocational and Livelihood (TVL) Instruction

Authors

John Efsel C. Tumampos, Denmark S. Macalisang

Abstract

This study explored the lived experiences of non-education graduate teachers teaching Technical-Vocational-Livelihood (TVL) subjects in selected public secondary schools in Misamis Occidental during the School Year 2025–2026. Using a qualitative phenomenological design, data were collected through in-depth interviews and analyzed using thematic analysis. Findings revealed that teachers experienced initial pedagogical challenges but demonstrated strong technical competence and adaptability. Major challenges included difficulties in lesson planning, classroom management, student engagement, and limited instructional resources. To address these, teachers employed adaptive strategies such as self-directed learning, collaboration, experiential teaching, and resourcefulness. Despite constraints, teachers showed professional growth and commitment to effective instruction. The study concluded that while technical expertise supports teaching, sustained institutional support is essential in strengthening pedagogical competence. Context-based recommendations were proposed to enhance teacher development, improve instructional delivery, and strengthen TVL program implementation.

Keywords

adaptive strategies, instructional challenges, non-education teachers, phenomenological study, technical-vocational-livelihood (TVL)