Trainers’ and Trainees’ Level of Competence in Technical Vocational Education and Training: Basis for Competency Development Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I2.107Keywords:
Academic Performance, Content Knowledge, Online and Distance Learning, Technological Pedagogical Content Knowledge, Technical-Vocational Education and Training, Trainer Competence, Zamboanga Sibugay Polytechnic InstituteAbstract
This study examined trainers’ competence using the Technological Pedagogical Content Knowledge (TPACK) framework and its relationship with trainees’ academic performance in an online and distance learning environment at Zamboanga Sibugay Polytechnic Institute (ZSPI). Anchored on the TPACK Framework and Self-Determination Theory, the study employed a quantitative correlational design with documentary analysis involving 11 trainers and 110 trainees from 11 technical-vocational qualifications. Data were gathered using an adopted and modified TPACK Survey and trainees’ official grades and were analyzed using mean, standard deviation, Analysis of Variance, and Pearson Product-Moment Correlation. Trainers demonstrated high overall competence, with a weighted mean of 3.88; Content Knowledge (CK) obtained the highest mean of 4.06, while Technological Content Knowledge (TCK) had the lowest mean of 3.76. Trainees demonstrated good academic performance, with a mean grade of 87.23. Significant differences in trainers’ competence were found across age groups, while educational attainment showed no significant differences in most competence areas except TCK. Among the TPACK dimensions, only CK showed a statistically significant positive moderate relationship with trainees’ academic performance (r=0.341, p=0.011). The study recommends strengthening trainers’ technological content knowledge, entrepreneurship and managerial skills, digital instruction and assessment, industry upskilling, and innovative instructional practices, while reinforcing trainees’ basic, common, and core competencies. The study supports SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation and Infrastructure) through improved TVET instruction, industry-relevant competencies, and technology integration. Its sustainability impact centers on strengthening institutional instructional capacity, technological integration, and trainees’ readiness for changing workplace demands.
References
Akman, O., & Guven, C. (2015). TPACK survey development study for social sciences teachers and teacher candidates. International Journal of Research in Education and Science (IJRES), 1(1), 1–10. https://files.eric.ed.gov/fulltext/ED548292.pdf DOI: https://doi.org/10.21890/ijres.97007
Antonietti, C., Cattaneo, A. A. P., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education? Computers in Human Behavior, 132, 107266. https://doi.org/10.1016/j.chb.2022.107266 DOI: https://doi.org/10.1016/j.chb.2022.107266
Bartolome, R. (2025). Technical-vocational education (TVE) teachers’ competence in technological, pedagogical, and content knowledge (TPACK): Basis for a proposed professional development program. Psychology and Education: A Multidisciplinary Journal, 44(7). DOI: https://doi.org/10.70838/pemj.440708
Cabero-Almenara, J., Barroso-Osuna, J., Rodríguez-Gallego, M., & Palacios-Rodríguez, A. (2021). Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers. Revista de Psicodidáctica (English ed.), 26(1), 53–61. https://doi.org/10.1016/j.psicoe.2020.10.002 DOI: https://doi.org/10.1016/j.psicoe.2020.10.002
Cattaneo, A. A. P., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2021.104358 DOI: https://doi.org/10.1016/j.compedu.2021.104358
Cox, J. (2020, January 28). What is the role of a teacher? ThoughtCo. https://www.thoughtco.com/what-is-the-role-of-a-teacher-2081511#:~:text=The%20primary%20role%20of%20a,and%20collaborate%20with%20other%20staff
Diao, J., Han, X., Zhou, Q., & Wang, Y. (2023). Professional competencies in TVET: Framework, indicators and assessment instrument. In Handbook of technical and vocational teacher professional development in the digital age (pp. 41–73). Springer. https://doi.org/10.1007/978-981-99-5937-2_3 DOI: https://doi.org/10.1007/978-981-99-5937-2_3
Effects of teachers' professional competence on students' academic achievements at secondary school level in Muzaffarabad District. https://books.google.com.ph/books?id=0v3kAQAACAAJ&dq=teacher%27s+competence&hl=en&sa=X&ved=2ahUKEwiuhfuKsOnwAhVTyosBHWRADGgQ6AEwBHoECAYQAg
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4781.2006.00384.x
https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1086&context=educationpubs
https://www.oecd.org/en/about/programmes/pisa/pisa-publications.html
https://www.slideshare.net/slideshow/school-plan-for-professional-developmentdocx/258463455
Kolandan, S., Raman, A., & Yusof, F. M. (2020). The influence of business studies teachers’ competency on students’ academic achievement. International Journal of Psychosocial Rehabilitation, 24(06). ISSN: 1475-7192. https://www.researchgate.net/publication/340916388_THE_INFLUENCE_OF_BUSINESS_STUDIES_TEACHERS'_COMPETENCY_ON_STUDENTS'_ACADEMIC_ACHIEVEMENT
Maknun, J. (2022). The technological pedagogical content knowledge (TPACK) competence of vocational high school teacher. Jurnal Pendidikan Teknologi dan Kejuruan, 28(1), 63–75. https://doi.org/10.21831/jptk.v28i1.42624 DOI: https://doi.org/10.21831/jptk.v28i1.42624
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1177/016146810610800610
Ning, Y., Zhou, Y., Wijaya, T. T., & Chen, J. (2022). Teacher education interventions on teacher TPACK: A meta-analysis study. Sustainability, 14(18), 11791. https://doi.org/10.3390/su141811791 DOI: https://doi.org/10.3390/su141811791
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 DOI: https://doi.org/10.3102/0013189X015002004
Subrahmanyam, G. (2022). Trends mapping study: Digital skills development in TVET teacher training. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.
Teodoro, L. V. (2020). Philippine education in crisis. Bulatlat Journalism for the People.
UNESCO. (2020). COVID-19 educational disruption and response. United Nations Educational, Scientific and Cultural Organization.
Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156, 103941. https://doi.org/10.1016/j.compedu.2020.103941 DOI: https://doi.org/10.1016/j.compedu.2020.103941
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Analyn J. Ellorin, LPT, MATVE, EdD, Jenny Rose Etrata-Jimlani, LPT, MBA (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
