This study employed a descriptive research method to examine the problems and chances faced by Practical Skills Education (PSE) of intermediate teachers in Elementary Schools, Division of Passi City. A total of 30 randomly selected TLE teachers participated as respondents. Data were gathered using a survey questionnaire to assess the various problems and chances encountered in teaching the subject. Results revealed that the overall mean score for challenges was 3.92, with a standard deviation of 0.43 at a 95% confidence level, indicating minimal error. Meanwhile, opportunities had a higher mean score of 4.21, with a standard deviation of 0.44, suggesting a strong presence of opportunities to address the identified challenges. The most prominent challenges identified were the lack of necessary materials and equipment, as well as the diversity of learners requiring appropriate teaching strategies. Conversely, the most significant opportunities included teachers' participation in curriculum design and regular curriculum mapping to align specialized subjects with teachers' areas of expertise. To enhance policy development, school leaders are encouraged to formulate policies that improve learner performance by addressing existing challenges while leveraging available opportunities. These measures may contribute to the continuous development and improvement of the PSE curriculum in the Schools Division of Passi City.
Pacardo et al. (Thu,) studied this question.