Strategies of Teachers in Teaching TVL Specialized Subjects during Pandemic at Bondoc Peninsula, Schools Division of Quezon
DOI:
https://doi.org/10.65339/ijsis.V1.I3.204Keywords:
Competency-Based Instruction, Educational Resilience, Inclusive Participation, Instructional Communication, Learning Continuity, Technology IntegrationAbstract
This study examined the instructional strategies employed by Technical-Vocational-Livelihood (TVL) teachers in teaching specialized subjects during the COVID-19 pandemic in the Bondoc Peninsula, Schools Division of Quezon, Philippines. Anchored on concepts of learning readiness, motivation, and adaptive instructional practices, the study employed a quantitative descriptive-survey research design involving 91 Senior High School TVL teachers selected through purposive sampling. Data were collected using a validated researcher-developed questionnaire administered through Google Forms and analyzed using frequency counts, percentages, means, rankings, and the Kruskal–Wallis H test. Findings revealed that teachers frequently employed improved instructional communication (M = 3.76), better technology integration (M = 3.87), and meaningful and inclusive participation strategies (M = 4.16), with the latter emerging as the most frequently practiced. No significant differences in instructional strategies were observed according to age, sex, or length of teaching service. However, meaningful and inclusive participation strategies differed significantly according to educational attainment (p = 0.025) and TESDA specialized certification (p = 0.028). The major challenges included excessive administrative workload, insufficient internet connectivity, and limited instructional materials and equipment. Consequently, policy guidelines were developed to strengthen instructional preparedness, professional development, resource accessibility, and learning continuity during educational disruptions. The study primarily supports Sustainable Development Goal 4 (Quality Education) and indirectly contributes to SDG 8 (Decent Work and Economic Growth) by promoting accessible vocational education and continued competency development. Its sustainability implications emphasize strengthening educational, technological, and institutional resilience through inclusive instructional practices and responsive learning continuity policies.
References
Abdul Raof, S., Musta'amal Jamal, A. H., Harmeni, H. A., & Rosmin, N. (2022). Emergency remote teaching: Perceptions of college vocational lecturers towards constraints and pedagogical competencies. Journal of Technical Education and Training, 14(3), 18–28. https://doi.org/10.30880/jtet.2022.14.03.002 DOI: https://doi.org/10.30880/jtet.2022.14.03.002
Abel, V. R., Tondeur, J., & Sang, G. (2022). Teacher perceptions about ICT integration into classroom instruction. Education Sciences, 12(9), Article 609. https://doi.org/10.3390/educsci12090609 DOI: https://doi.org/10.3390/educsci12090609
Ancheta, H. B., & Ancheta, R. F. (2022). Remote teaching and learning in the context of COVID-19 pandemic. The Research Probe, 2(1). https://doi.org/10.53378/352884 DOI: https://doi.org/10.53378/352884
Darling-Hammond, L., Flook, L., Schachner, A., Wojcikiewicz, S., Cantor, P., & Osher, D. (2022). Educator learning to enact the science of learning and development. Learning Policy Institute. https://doi.org/10.54300/859.776 DOI: https://doi.org/10.54300/859.776
DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: Exploring science/STEM teachers' curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4, Article 8. https://doi.org/10.1186/s43031-022-00048-z DOI: https://doi.org/10.1186/s43031-022-00048-z
Department of Education. (2022a). Adoption of the Basic Education Development Plan 2030 (DepEd Order No. 024, s. 2022). https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf
Department of Education. (2022b). Amendment to DepEd Order No. 001, s. 2020 (Guidelines for NEAP recognition of professional development programs and courses for teachers and school leaders) (DepEd Order No. 022, s. 2022). https://www.deped.gov.ph/2022/05/25/may-25-2022-do-022-s-2022-amendment-to-deped-order-no-001-s-2020-guidelines-for-neap-recognition-of-professional-development-programs-and-courses-for-teachers-and-school-leaders/
European Agency for Special Needs and Inclusive Education. (2022). Profile for inclusive teacher professional learning: Including all education professionals in teacher professional learning for inclusion. https://doi.org/10.5281/zenodo.7214965
Jing, Y., Chen, X., Zhu, K., Shen, S., & Wang, C. (2023). The implementation path and problems encountered during emergency remote teaching in vocational colleges: A qualitative study in China. SAGE Open, 13(4). https://doi.org/10.1177/21582440231212160 DOI: https://doi.org/10.1177/21582440231212160
Konstantinidou, E., & Scherer, R. (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education, 179, Article 104424. https://doi.org/10.1016/j.compedu.2021.104424 DOI: https://doi.org/10.1016/j.compedu.2021.104424
Legarde, M. A. A., & Sumandal, A. H. (2022). Teaching amidst the pandemic: Exploring the perceptions and experiences of teachers in remote rural municipalities in the Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 3(10), 2106–2111. https://doi.org/10.11594/ijmaber.03.10.22 DOI: https://doi.org/10.11594/ijmaber.03.10.22
Masrom, M., Ali, M. N., Ghani, W., & Abdul Rahman, A. H. (2022). The ICT implementation in the TVET teaching and learning environment during the COVID-19 pandemic. International Journal of Advanced Research in Future Ready Learning and Education, 28(1), 43–49. https://doi.org/10.37934/frle.28.1.4349 DOI: https://doi.org/10.37934/frle.28.1.4349
Organisation for Economic Co-operation and Development. (2025). Results from TALIS 2024: The state of teaching. OECD Publishing. https://doi.org/10.1787/90df6235-en DOI: https://doi.org/10.1787/90df6235-en
Rivera, K. C. (2022). "My job as a teacher literally never stops": How Filipino women teachers coped during the COVID-19 pandemic. Issues in Educational Research, 32(4), 1584–1604. https://www.iier.org.au/iier32/rivera.pdf
Scherer, R., Siddiq, F., Howard, S. K., & Tondeur, J. (2023a). Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared? Computers & Education, 199, Article 104774. https://doi.org/10.1016/j.compedu.2023.104774 DOI: https://doi.org/10.1016/j.compedu.2023.104774
Scherer, R., Siddiq, F., Howard, S. K., & Tondeur, J. (2023b). The more experienced, the better prepared? New evidence on the relation between teachers' experience and their readiness for online teaching and learning. Computers in Human Behavior, 139, Article 107530. https://doi.org/10.1016/j.chb.2022.107530 DOI: https://doi.org/10.1016/j.chb.2022.107530
Subrahmanyam, G., & Elson-Rogers, S. (2022). Raising the digital capacities of TVET teaching staff: Insights and lessons from a trends mapping study. TVET@Asia, 19. https://tvet-online.asia/19/raising-the-digital-capacities-of-tvet-teaching-staff-insights-and-lessons-from-a-trends-mapping-study/
Technical Education and Skills Development Authority. (2023). TESDA annual report 2023. https://tesda.gov.ph/Uploads/File/Resources/TESDA%20ANNUAL%20REPORT%202023.pdf
UNESCO. (2022). Transforming technical and vocational education and training for successful and just transitions: UNESCO strategy 2022–2029. https://unevoc.unesco.org/pub/unesco_strategy_for_tvet_2022-2029.pdf
UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? https://doi.org/10.54676/UZQV8501 DOI: https://doi.org/10.54676/UZQV8501
UNESCO & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://doi.org/10.18356/9789231006555 DOI: https://doi.org/10.18356/9789231006555
Villacorta, F. C., Jr., & Arnado, A. A. (2023). Competencies, instructional skills, and challenges of teachers in implementing the Technical-Vocational and Livelihood Senior High School track. International Journal of Membrane Science and Technology, 10(2), 653–678. https://doi.org/10.15379/ijmst.v10i2.1304 DOI: https://doi.org/10.15379/ijmst.v10i2.1304
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Herbert R. Asia, Rogel L. Limpiada, DEM, DBA, FBE (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.
