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UCU GS Research Journal
TEACHING APPROACHES IN TECHNOLOGY AND LIVELIHOOD
EDUCATION (TLE)
ELEODORA B. SUYAT

This study involved 99 respondent-TLE teachers in Urdaneta City Schools Division, during
the SY 2015- 2016. These were selected using complete enumeration sampling technique. The
main data-gathering instrument was the questionnaire-checklist, developed and validated by the
research for the purpose of this study. This study determined the extents of use of the different
teaching approaches by the respondents. It dealt with the distribution of the respondents
across the profile variable, namely: sex, age, civil status, teaching position, highest educational
attainment, number of years in teaching, and number of relevant trainings attended.
The following are the salient findings in this study: Majority of the respondent-TLE
teachers are females, 39 years old or younger, married, and bachelor’s degree holder with units
leading to a master’s degree. Most of them have Home Economics, as area of specialization, the
rest of them are almost equally distributed to the other areas of specialization. Majority are either
Teacher 1 or Teacher 2 in position, have 5 years of experience or less, in teaching, and with 5 or
less relevant trainings attended. The extents of use of the different teaching approaches by the
respondent-TLE teachers are: Very Extensive for all the teaching approaches. The grand overall
weighted mean (GOWM) for the extents of use of the different teaching approaches is 4.313,
equivalent to very extensive (VE).
Based on the salient findings, the following conclusions are drawn: The respondent-TLE
teachers are adequately qualified to teach Technology and Livelihood Education (TLE) as a subject
in the secondary school level. Generally, the respondent-TLE teachers are using the different
teaching approaches very extensively, with preference in using the mastery learning approach.
The extents of use of the different teaching approaches by the respondents are differentiate by
the variables, age, highest educational attainment, and relevant trainings attended. The extents
of use of the different teaching approaches by the respondent-TLE teachers are associated with
the profile variable in varying strength of correlations in the different teaching approaches.
The following recommendations are forwarded: A scholarship program jointly sponsored
by DepEd and reputable graduate schools in the region, should be developed and implemented
to encourage TLE teachers to finish their master’s degree or doctor’s degree, whichever applies.
TLE teachers should exert effort to maintain their very extensive use of the different teaching
approaches in appropriate teaching-learning situations. Incentives, such as recognition awards,
and participation in benchmarking and educational trips focused on exposure to best practices in
teaching TLE, should be given to high performing TLE teachers.TLE teachers should exert more
effort to improve their educational profile by enrolling in the graduate school, and attending
relevant trainings in their area of specialization.
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