A Phenomenological Inquiry Into the Lived Experiences of Technical-Vocational Livelihood (TVL) Teachers Handling Non-Specialized Subjects: Basis For An Action Plan

Abstract

This phenomenological study explored the lived experiences of Technical-Vocational-Livelihood (TVL) teachers handling non-specialized subjects in Mainit I District, Surigao del Norte. The assignment of teachers to subjects outside their area of specialization presents widespread challenges, especially in developing contexts where teacher shortages are common. Through in-depth semi-structured interviews with ten purposively selected TVL teachers, the study uncovered key themes regarding their professional struggles, coping strategies, and personal growth. Findings revealed that most teachers felt unprepared and overwhelmed due to the lack of formal training, leading to decreased confidence and perceived teaching effectiveness. However, many demonstrated resilience by employing self-directed learning, peer collaboration, and adaptive teaching strategies. Significant experiences were often tied to overcoming self-doubt, navigating unfamiliar content, and receiving positive student feedback. The mismatch between teacher specialization and subject assignments contributed to instructional gaps, time constraints, and professional frustration. Despite these challenges, some participants experienced professional growth and expanded teaching competencies. The study emphasizes the urgent need for targeted interventions, including regular subject-specific training, mentoring programs, improved deployment practices, and greater administrative support. The insights gained informed the development of a contextualized action plan aimed at strengthening instructional quality and teacher preparedness. These findings hold practical implications for educators, school leaders, policymakers, and future researchers in enhancing teacher support systems within the TLE/TVL curriculum.