Aims: The aim of this study was to determine the personal experiences of the teacher-participants in the teaching of Technology and Livelihood Education. It also ascertained and met the following objectives: 1) determine the teaching experiences of the TLE teachers; 2) to identify the training needs of TLE teachers; 3) ascertain the challenges faced by the TLE teachers; 3) discover the pedagogy and strategies used by the TLE teachers; and 4) find out the recommendations of the TLE teachers to improve the delivery of the course. Study Design: Qualitative-phenomenological approach. Place and Duration of Study: The study was conducted in Sta Cruz National High School, Sta. Cruz, Davao del Sur. The study was conducted for 6 months. Methodology: The researchers purposely chose all the Technology and Livelihood Education (TLE) teachers. The information were gathered through Focus Group Discussion (FGD). Results: Six themes emerged from the data analysis. Generally, the teacher-participants found teaching of TLE subject was challenging because the activities were focused on exploration. Moreover, they felt satisfied because they were able to share their knowledge and skills to their students. It implies that the TLE teachers were committed and dedicated to their jobs despite the difficulties they encountered. However, the teacher-participants revealed that generally, they were not sent outside of the school to attend training-seminar for skills enhancement. It is an indication that the school heads lack concern for their teachers’ professional development. In addressing the challenges of the teachers, they collaborate with each other by sharing their resources. Despite the challenges they encountered, they were still optimistic to be globally competitive.  It implies that the TLE teachers do not give up easily. They suggested that the school administration needed to develop the participants’ personal character so that their teaching goals were met. Conclusion: The TLE teachers loved and enjoyed their teaching jobs despite the challenges they faced. However, they clamored to the Department of Education (DepEd) to address their needs such as sending them to trainings and seminar-workshop to enhance their skills and capabilities. To show their dedication to their jobs, they brought their own tools and shared the same to other teachers. Notably, the participants only used three teaching strategies. It shows that TLE teachers lack the knowledge of other teaching strategies. The participants were optimistic that sooner or later their TLE programs are accredited and recognized locally and internationally. This implies that the participants were committed to their jobs. Ironically, they suggested that improvement of the teachers’ self was better than improving the TLE implementation. This shows that the teachers believed that materials can be easily acquired but not the attitude.

This study aimed to explore the challenges, approaches, and outputs as experienced by educational leaders of Higher Education Institutions (HEIs) towards academic resilience. Participants of the study were 14 educational leaders represented by either President or Deans of HEIs in Region XI. This study was conducted last January to June of 2021 and it employed a phenomenology-qualitative research design. Virtual in-depth interviews and focus group discussions were utilized as data gathering tools in generating responses. Difficulty in sustaining the quality of education and instructional delivery, lack of faculty training in using technology in instruction delivery, poor internet connectivity and non-availability of teaching gadgets, and not-well managed institutional resources were the themes that emerged from the responses on the challenges faced by educational leaders in achieving academic resilience. Educational leaders employed the following approaches: adapt the new normal situation with a positive mindset; implement flexible learning; apply innovative leadership in handling resources and operations of HEIs; intensify faculty development; and collaborate with teachers, stakeholders, partner – institutions, and other agencies. The output of the approaches shows that educational leaders were able to build resilience amid the new normal situation and improved efficiency in delivering its services. The results implied that challenges make the educational leaders more innovative, positive, determined, and collaborative. The management of higher education institutions may assess the Learning Management System, evaluate the results of the approaches of educational leaders, and craft relevant policies to fully achieve academic resilience.

No abstract