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This study evaluated the teaching-learning practices of Home Economics educators in State Universities and Colleges (SUCs) of Western Visayas, focusing on five key domains: teacher preparation, relationship with students, assessment strategies, teaching strategies, and information and communication technology (ICT) readiness. Utilizing a descriptive survey research design, the study involved 87 Home Economics educators from eight SUCs across the region. A researcher-made questionnaire, validated by experts and pilot-tested for reliability (Cronbach’s α > .90), was used to gather data. Results showed that educators strongly demonstrated preparedness through systematic lesson planning, meaningful content delivery, and sensitivity to learner needs. They maintained a positive relationship with students, promoting fairness, respect, and personal growth. Assessment practices emphasized outcomes-based education, performance tasks, and the alignment of evaluations with learning objectives. Teaching strategies largely reflected student-centered approaches, encouraging active participation and independent learning. However, traditional strategies and inclusive accommodations for online learners were less emphasized. In terms of ICT readiness, educators showed proficiency in basic tools like Microsoft Office and expressed willingness to adopt new technologies yet indicated lower levels of confidence in digital media use and full ICT integration. The study concludes that while foundational practices among Home Economics educators are strong, there is a need for enhanced professional development in ICT, more diverse assessment methods, and culturally responsive pedagogy. Strengthening these areas through institutional support and targeted training can further improve instructional quality and responsiveness to 21st-century educational demands.
Lea Peñaflorida (Tue,) studied this question.