Teachers’ Competencies and Utilization of E-Learning in Technology and Livelihood Education Among Public Schools in Congressional District I

Abstract

The transition to e-learning in Technology and Livelihood Education (TLE) presents a unique challenge due to the subject's inherently hands-on nature. This shift requires teachers to evolve from traditional demonstrators into digital facilitators proficient in digital literacy, pedagogical adaptation, and virtual management. E-Learning simply means learning using electronic devices and the internet. Think of it as school or training delivered digitally, like a teacher assigning a project using a website, a student watching an educational video on a tablet, or an entire college course being conducted online. It allows students to access lessons, resources, and communicate with teachers and peers using computers or smartphones, often giving them the flexibility to learn at their own pace and place. This study aimed to identify the specific challenges TLE teachers face to help school administrators and curriculum designers optimize resource allocation and support systems, ultimately improving student career readiness within the SDO Batangas Province. Using a quantitative descriptive research design, the study analyzed the relationship between teacher competence and e-learning utilization. The research focused on public secondary schools in Congressional District I, SDO Batangas Province, for the School Year 2025–2026. Out of a total population of 256 TLE teachers, 155 respondents were selected through a simple random sampling technique. Data were gathered to assess three competency domains: technological skills, pedagogical instruction, and adaptability/innovation.

The findings indicated that TLE teachers possess a moderate level of competence across all three domains. Regarding utilization, teachers showed a moderate level of engagement with digital platforms and content creation; however, tools for assessment and feedback remained only slightly utilized. Statistical analysis revealed a significant and very strong positive relationship between the teachers' competence levels and their extent of e-learning utilization, with high statistical significance across all areas. While teachers were competent, they faced persistent barriers to full integration. The most significant hurdles included the need for advanced skills in digital assessment and the systemic issue of unstable internet connectivity. The composite mean suggested these challenges are a shared experience among the teaching force. To address these gaps, the study concluded with the development of a proposed innovative activity designed to bridge competency deficits and overcome infrastructure hurdles, ensuring more resilient and effective TLE instruction.