THE PLIGHT of TECHNOLOGY and LIVELIHOOD EDUCATION TEACHERS in SELECTED SCHOOLS in the MUNICIPALITY of NAVAL, BILIRAN, PHILIPPINES

The study generally aimed to ascertain the plight of the Technology Livelihood Education Teachers in the secondary schools in the Municipality of Naval, Biliran. Employing the qualitative research design, 22 teachers were involved in a preliminary survey and all of them were tapped for the in-depth interview. Most of the teachers who were hired underwent the process of applying as arranged by the Division of Biliran with the guidelines mandated by the Department of Elementary Education (DepEd); selection was based on the merit of documents submitted. All of the TLE teachers were hired by personally applying for their positions, without the intervention of any other person, and selection was based on their personal qualifications. Most of the TLE teachers were assigned based on localization and their specialization or major, with a few assigned to fill in the need of a teacher per recommendations of their supervisors. The teaching environment of the schools was generally advantageous and conducive to learning -- classrooms properly constructed, well-ventilated, well-lighted, and functional, except for a few. The school buildings were built on standards which provided safety and protection for the students; although some areas needed minor repairs, repainting and renovation. The TLE teachers were generally satisfied by the support of their school administrators, except for a few who found disappointments with the attitude and behavior of their superior; but they were not satisfied with community support due to the unresponsiveness and lack of cooperation of parents of the students to the needs of their class activities as some parents compelled their children to work at home and earn a living. The overall teaching performance of the TLE teachers was very satisfactory as 77.3 percent of them received above average ratings and none with below average rating. The problems met by the TLE teachers were in line with school facilities and equipment, lack of instructional materials, extra-curricular activities, students’ misbehavior, insufficient support from the administration, negative attitudes of school administrators, and insufficient support from the community, instructional materials, and dealing with students. To deal with their problems, they took on a positive approach, a factor which provided them the necessary strength to move on with their teaching job. With their positive outlook, they developed effective strategies to face their predicaments, particularly in terms of personal initiative and resourcefulness. For the improvement of TLE instruction in the secondary schools of Naval, Biliran, major interventions recommended include activation of the utilization of multimedia instructional materials, procurement of adequate equipment and facilities, upgrading of the technical and managerial skills of the TLE teachers, implementation of the Modular Approach to teaching, institutional linkage with funding institutions and agencies. Minor interventions suggested include upgrading of the TLE teachers’ qualification through graduate studies, their involvement in the conduct of research, their availability for consultation and upliftment activities with the students, and strengthening of the bond between and among teachers and parents and community.