Lived Instructional Experiences and Pedagogical Challenges of Technology and Livelihood Education Teachers in Elementary Schools of Cabagan, Isabela

Abstract

Technology and Livelihood Education (TLE) plays an important role in developing learners’ practical skills, work values, creativity, and life competencies necessary for productive citizenship and lifelong learning. This study explored the lived instructional experiences and pedagogical challenges of Technology and Livelihood Education teachers in elementary schools of Cabagan, Isabela. Anchored on Experiential Learning Theory and Constructivist Learning Theory, the study employed a descriptive qualitative research design to examine instructional practices, classroom experiences, pedagogical adjustments, and challenges encountered by TLE teachers in elementary education. Participants included selected elementary TLE teachers from public schools in Cabagan, Isabela. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that contextualized instruction, experiential learning activities, demonstration-based teaching, and learner-centered classroom practices significantly contribute to meaningful TLE instruction and learner participation. Teachers emphasized the importance of practical activities, collaborative learning, and real-life applications in strengthening learners’ skills development and engagement. The findings further revealed that teachers continuously adapt instructional strategies to address limited resources, diverse learner abilities, and classroom management concerns. However, challenges such as insufficient instructional materials, inadequate tools and equipment, limited training opportunities, time constraints, and workload demands significantly affect instructional implementation. The study concludes that TLE teachers demonstrate resilience, adaptability, and instructional creativity in delivering meaningful learning experiences despite pedagogical and structural challenges. Strengthening instructional resources, teacher professional development, contextualized learning materials, and institutional support systems is recommended to improve TLE instruction in elementary education.

Keywords: Technology and Livelihood Education, TLE teachers, pedagogical challenges, instructional experiences, experiential learning, qualitative research, elementary education