Teaching-Learning Processes in Business Technology: A Study of TLE Instruction at Dinadiawan National High School

Business Technology under the Technology and Livelihood Education (TLE) curriculum plays a crucial role in developing learners’ practical skills, work ethics, and entrepreneurial competencies. This qualitative study examined the teaching–learning processes in Business Technology at Dinadiawan National High School, focusing on instructional practices, learner engagement, and contextual challenges. Using a qualitative descriptive design, data were gathered through semi-structured interviews with TLE teachers and focus group discussions with learners. Thematic analysis revealed four key themes: skills-oriented and learner-centered instruction, experiential learning through practical tasks, teacher facilitation and feedback in skills development, and constraints affecting effective TLE instruction. Findings indicate that hands-on activities, demonstrations, and real-world simulations enhanced learner engagement and skill acquisition. Teacher guidance and feedback were essential in supporting task accuracy and confidence. However, limited instructional time, inadequate equipment, and large class sizes constrained consistent skills practice. The study concludes that effective teaching–learning processes in Business Technology rely on experiential, learner-centered pedagogy supported by adequate institutional resources. Implications for TLE instruction, school leadership, and curriculum implementation are discussed.