Competency And Needs of Technical Vocational Teachers in The Division of Aklan
Darren N. Naelgas
Schools Division of Aklan, Numancia, Aklan, Philippines
Manuel O. Malonisio
Aklan State University, Banga, Aklan, Philippines
ABSTRACT
PAST ISSUES
This research aimed to assess the general and technical competency of Technical Vocational Education (TVE) teachers in the schools Division of Aklan. It also determined the competency needs and gaps in teaching TVE in the implementation of the program. The study was participated by 118 TVE teachers. Mixed-methods research design using sequential strategy was employed in this study. The Philippine Professional Standards for Teachers was used as guide for assessing the general level of competency while self-assessment guide of TESDA was used to assess the level of technical competency. The quantitative data were used as bases in the conduct of focus group discussions to triangulate the responses in the survey. The general competency level of TVE teachers was described as “highly proficient” while the technical competency level was reported on the “advanced” level. The gaps identified were: (1) teacher-subject mismatch, (2) inadequate skills in applying math and science principles in technical training, (3) struggle in promoting understanding of global labor markets, (4) inability to lead workplace communication (5) lack of content knowledge and pedagogy, (6) lack of competence in assessment and reporting, (7) insufficient trainings related to area of specialization, and (8) expired and unaligned national certificates (nc).The competency needs identified were:(1) activities that would enhance competency, (2) motivation and opportunities to acquire/enhance, and apply competency, and (3) renewed professionalism and rejuvenated teaching advocacy and calling.
KEYWORDS: technical vocational education, general competencies, technical competencies
SUGGESTED CITATION:
Naelgas, D. N. & Malonisio, M. O. (2022). Competency And Needs of Technical Vocational Teachers in The Division of Aklan. Universal Journal of Educational Research, 1(3), 123-141.
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