Availability of Equipment and Facilities in the Implementation of Technology and Livelihood Education

This study examined equipment and facility conditions in relation to the implementation of Technology and Livelihood Education (TLE) at Emmanuel Resurreccion Congressional Integrated High School, Dasmariñas, Cavite. A mixed-methods approach combined a descriptive, comparative, and correlational survey of 100 purposively selected TLE teacher-respondents with semi-structured interviews. Frequencies, percentages, means, standard deviations, independent-samples t tests, one-way analysis of variance, Pearson correlations, and thematic analysis were used. Resources were rated High in availability (M = 2.91), accessibility (M = 2.66), and functionality (M = 2.78). Curriculum delivery (M = 2.90), teacher competence (M = 2.80), learning outcomes (M = 2.80), and assessment and evaluation (M = 2.94) were rated Implemented. Several positive associations linked resource dimensions with implementation. Seven qualitative themes addressed resource constraints, scheduling and access, practical learning, equipment functionality and safety, workload and learner diversity, adaptive teaching, and participatory resource management. The findings indicate that practical instruction requires available resources supported by access arrangements, maintenance, and systematic management. The proposed TLE READY enhancement plan integrates procurement, inventory, maintenance, repair, scheduling, monitoring, and teacher participation.