Outcomes of Basic Competency Acquisition and Work Readiness of BTVTED Pre-Service Teachers in a Philippine State University

Abstract

This study determined the level of basic competency acquisition and work readiness of Bachelor of Technical-Vocational Teacher Education (BTVTED) fourth-year pre-service teachers at Cebu Technological University Main Campus for School Year 2025–2026. Specifically, it examined the relationship between competency acquisition and work readiness to serve as a basis for a Technical-Vocational Skills Enhancement Plan. The study utilized a descriptive–correlational quantitative research design conducted within the university setting. Respondents consisted of BTVTED fourth-year pre-service teachers from day session, selected through total enumeration sampling. Data were gathered using an adapted survey questionnaire. The collected data were analyzed using frequency, percentage, weighted mean, and Pearson product–moment correlation. Findings revealed that the respondents were predominantly 21–22 years old and mostly female, with many possessing TESDA National Certificates and having short to moderate training exposure. Results further showed that the respondents demonstrated very high acquisition of basic competencies across all domains and were very ready for work. Moreover, the analysis revealed a moderate, positive, and statistically significant relationship between basic competency acquisition and work readiness. The study concludes that stronger competency acquisition significantly contributes to higher levels of work readiness among BTVTED pre-service teachers. It is therefore recommended that the institution sustain competency-based and experiential learning approaches and implement a Technical-Vocational Skills Enhancement Plan to strengthen practicum exposure, industry alignment, and professional preparation.