Teachers’ Perceptions of the Effectiveness and Implementation Challenges of the Technology and Livelihood Education (TLE) Program: Evidence from a Provincial Education Division in the Philippines

Technology and Livelihood Education (TLE) play a critical role in equipping Filipino secondary learners with practical skills for employment and entrepreneurship. However, in geographically isolated and resource constrained divisions such as Catanduanes, variations in instructional capacity and material support continue to affect program implementation. Despite strong national policy support for skills-based education, uneven delivery at the school level highlights the need for localized, teacher centered evaluations. This study examined teachers’ perceptions of the effectiveness of the TLE program, and the challenges encountered in its implementation in the Division of Catanduanes, with emphasis on how these vary across teacher specialization, teaching experience, and training exposure. Using a descriptive comparative research design, data were collected from 139 senior high school TLE teachers selected through stratified random sampling. A researcher developed questionnaire with high reliability (Cronbach’s alpha = 0.986) measured program effectiveness in terms of curriculum relevance, teaching strategies, and resource availability, as well as implementation challenges across the same domains. Descriptive statistics, t-tests, and one-way ANOVA were employed for data analysis. Results revealed that the TLE program was generally perceived as highly effective, particularly in curriculum alignment and instructional strategies, while resource availability emerged as the most serious implementation challenge. Significant differences in perceived effectiveness and challenges were found across specialization, teaching experience, and number of trainings attended, underscoring the influence of professional competence and development on program outcomes. Based on the findings, a targeted teacher capability building program was proposed to strengthen instructional quality and address persistent resource constraints. The study provides empirical evidence to inform localized policy interventions and professional development initiatives aimed at enhancing the sustainability and effectiveness of skills-oriented education in provincial contexts.