Organizational Support and Teaching Effectiveness on Teachers’ Technical Competence in Technology and Livelihood Education

Abstract

This study examined the influence of organizational support and teaching effectiveness on the technical competence of Technology and Livelihood Education (TLE) teachers amid demands for industry-standard vocational instruction. A quantitative descriptive-correlational design was employed among 245 TLE teachers from public secondary schools in Don Carlos, Maramag, and Quezon Districts, in the Division of Bukidnon, Philippines, during School Year 2025–2026, selected via total enumeration sampling.
Findings revealed high organizational support, very high teaching effectiveness, and high technical competence across all TLE strands (ICT, AFA, FCS, Industrial Arts). Significant positive correlations existed among technical competence, organizational support, and teaching effectiveness. Regression analysis identified assessment strategies, instructional delivery, professional development, partnerships, and curriculum management as key predictors of technical competence, with assessment strategies showing the strongest influence. Schools may prioritize targeted professional development, hands-on training, and refined assessment practices to enhance TLE teachers' technical proficiency and instructional quality.