The Technical-Vocational-Livelihood (TVL) track in the Philippine Senior High School curriculum prepares learners for employment, entrepreneurship, certification, and further education. However, issues persist on uneven skills acquisition and knowledge mastery affecting curriculum exit readiness. This study examined teacher competence, administrative support, learners’ curriculum exit readiness, implementation challenges, and the differences and relationships among these variables in selected public senior high schools in Congressional District I, Cagayan. Using a quantitative descriptive-correlational design, data were collected from TVL teachers and Grade 12 learners through validated questionnaires. Results showed that teacher competence and administrative support were highly evident, while learners were highly ready for curriculum exit. Challenges were moderately experienced. Significant differences were found across selected profiles, and positive relationships existed among all major variables, with administrative support showing the strongest link to learner readiness. The study concludes that strengthening teachers and administrative systems enhances TVL curriculum exit readiness and supports targeted program improvement.
PRINCESS ANNE Z. MENDOZA (Thu,) studied this question.