PERCEIVED SELF-EFFICACY IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) AND THE WORK READINESS AND EMPLOYABILITY SKILLS OF JUNIOR HIGH SCHOOL LEARNERS OF SAN FERNANDO INTEGRATED SCHOOL, BISLIG CITY DIVISION: A DESCRIPTIVE-SURVEY STUDY

Education

This study described the perceived self-efficacy in Technology and Livelihood Education (TLE) and the work readiness and employability skills of junior high school learners of San Fernando Integrated School, Bislig City Division, for School Year 2025-2026. Anchored on Bandura's Social Cognitive Theory and Human Capital Theory, the study used a quantitative descriptive-survey design. The respondents were all 105 junior high school learners from Grades 7 to 10, selected through total enumeration. Data were gathered using adapted and validated questionnaires covering four self-efficacy dimensions—mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback—and six employability domains—communication and interpersonal skills, problem-solving and critical thinking skills, teamwork and collaboration, work ethic and responsibility, adaptability and self-management, and technology and productivity skills. Weighted mean, standard deviation, and rank ordering were used in the analysis. Findings showed that learners manifested a High overall level of perceived self-efficacy in TLE (M = 3.61, SD = 0.52). Verbal Persuasion registered the highest mean (M = 3.85), while Physiological Feedback obtained the lowest mean (M = 3.28) and was interpreted as Moderate. Learners also manifested a High overall level of work readiness and employability skills (M = 3.65, SD = 0.47). Work Ethic and Responsibility ranked highest (M = 4.05), whereas Technology and Productivity Skills ranked lowest (M = 3.33) and was interpreted as Moderate. The findings suggest that TLE provides a meaningful space for developing learners' confidence and transferable work-related competencies, but emotional readiness during performance tasks and technology-supported productivity still require targeted instructional support.

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