This study examined the teaching of Technical-Vocational and Livelihood Education (TVLE) in public secondary schools in the Division of Isabela, focusing on teacher profiles, instructional factors, hindrances, and interventions. Using the descriptive method, data were gathered from 31 TVLE teachers through questionnaires and unstructured interviews. Findings revealed that most respondents were aged 36–40 (32.26%), predominantly female, and held bachelor’s degrees (61.29%). The most effective teaching factors were tools and equipment (M=3.89), strategies and techniques (M=3.85), and assessment tools (M=4.09). Instructional supervision was marked as effective (M=3.82), though some gaps in professional development were noted. Hindrances ranged from moderately to slightly serious, with instructional supervision (M=2.86) and lack of materials (M=3.40) being the most pressing. Despite challenges, teachers implemented proactive interventions, with assessing student traits (M=4.21) rated as the most frequent. The study concludes that supportive school environments, community engagement, and teacher development are essential in improving TVLE implementation. This highlights the importance of a systems approach in educational delivery. Further research is encouraged to refine practices and guide educational policy.
Marie Jane Longbian (2025) studied this question.