LIVED EXPERIENCES OF TLE TEACHERS TEACHING NON-SPECIALIZED SUBJECT AREAS AS BASIS FOR POLICY REPORT

EDUCATION

This phenomenological study addressed the challenges of Technical and Livelihood Education (TLE) teachers teaching subjects outside their field of specialization. By exploring the lived experiences of five purposively selected out-of-field teachers at Talaonga National High School, the study (1) described the experiences of TLE teachers, (2) identified policy issues, and developed policy alternatives. Data gathered through in-depth unstructured interviews and thematic analysis revealed that the most challenging experiences were identified from classroom experiences, students’ discipline, technology integration, faculty development, parental involvement, school environment and assessment. Further findings identified key policy issues, specifically the urgent need for professional development, resource allocation, and technology tools to support misaligned educators. To address these gaps, the study (3) proposes policy alternatives focusing on strict alignment policies, specialized scholarship programs, and the reduction of administrative workloads to allow for technical mastery. The resulting policy report serves as a framework for educational authorities to improve the performance and welfare of out-of-field TLE educators. Adopting these localized policy alternatives is essential for ensuring quality instruction and sustainable educational growth despite current staffing misalignments in the TLE sector.

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