Competence of Public Junior High School Teachers in Technology and Livelihood Education Agri-Fishery Arts in District I, Manila City Division

Abstract

The development of competent teachers in Technology and Livelihood Education (TLE)–Agri-Fishery Arts is essential in ensuring effective delivery of skills-based instruction aligned with the goals of the K–12 curriculum. This study was conducted to determine the level of competence of public junior high school teachers in TLE–Agri-Fishery Arts in District I, Division of Manila City, during the School Year 2025–2026. Specifically, it assessed teachers’ competence across five strands: Crop Production, Animal Production, Aquaculture, Fish Capture, and Food and Fish Processing, as perceived by teachers and school heads. It also examined the degree of seriousness of the problems encountered by TLE teachers that may hinder effective instructional delivery.

The study employed a descriptive research design, with TLE teachers and school heads as respondents. A structured questionnaire checklist served as the primary data-gathering instrument, while the Average Weighted Mean and t-test were used to analyze the data.

Findings revealed that the level of competence of TLE–Agri-Fishery Arts teachers was generally moderate across the five strands. Results further showed no significant difference between the perceptions of teachers and school heads, indicating a shared understanding of teachers’ competence. Moreover, the problems encountered by TLE teachers were rated as moderately serious, suggesting the presence of challenges that affect the delivery of practical and technical lessons.

In conclusion, while TLE teachers demonstrate an adequate level of competence in Agri-Fishery Arts, there remains a need for continuous professional development and institutional support. The findings of the study served as the basis for the development of an action plan aimed at enhancing the competence of junior high school TLE teachers in Agri-Fishery Arts.