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GS Research Journal

along Instructional Competence; Professional Involvement; Professional Development; and
Personal Development; (3) significant difference in the level of professional competence across
selected variables; (4) significant relationship in the level of professional competence across
position/ designation, net take-home pay, skills, trainings/ seminars attended highest educational
attainment, and length of service; (5) problems encountered by these Tech – voc teachers along
instructional competence, professional involvement, professional development, and personal
development; and (6) Findings of this study are expected to be utilized as the basis for training
needs assessment leading to the preparation of professional development program for these
technical vocational teachers in Luciano Millan National High School and Eastern Pangasinan
Agricultural College. Further, the descriptive method was used in this study..
Based on the findings the following are conclusions were drawn: 1. Majority of the
respondents belong to age bracket of 20 – 30 years old, male, married, have acquired their
specialized course with national certification level II, and occupied a position of Teacher II. Most
of these teachers are handling computer programming, have a net take home pay that ranges
about 6, 000 to 10, 000 Php, acquired their M. A. Units, attended professional development
seminars, and have 10 years and below in the teaching service. 2. The level of professional
competence of tech-voc teachers along Instructional Competence, Professional Involvement,
and Professional Development has an overall weighted mean of 4.132 (highly competent). Along
Instructional Competence, are 4.13 (highly competent); Professional Involvement 4.14 (highly
competent); Professional Development, 4.27 (highly competent) and Personal Development,
3.99 (highly competent). 3. There is no significant difference between the levels of professional
competence of tech-voc teachers across the profile variables. 4. There are problems encountered
by these tech- voc teachers in the level of professional competence such as insufficient workshop
facilities and equipment, lack of trainings among tech-voc teachers especially skills training for
Information communication Technology (ICT) to address mismatched of expertise and skills and
the overlapping school activities that prevent tech-voc teachers to attend to other academic
works.
In the light of the foregoing findings and conclusions drawn, the following are strongly
recommended: 1) A continuous in- service trainings and programs should be conducted to further
attain higher instructional competency along lesson preparation, use of current instructional
materials and methods and up to date assessment using Rubrics especially for the hands-on
activities of students. Further, the trainings on the use of protective equipment should also
be included in the lesson demonstrations and activities; 2) The school should allot time and
schedule for professional discussions and meetings to thresh out problems and differences and
other academic concerns that will further establish camaraderie and support among the group;
3) The school should consistently conduct home visitations to follow-up students’ performance
and to allow parents to contribute and participate in the learning process for greater academic
achievement. Further, PTA or PTCA should be actively conducted to identify needs of both
parents and schools.

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