Challenges and Coping: Non-Technical Vocational Livelihood Major Teachers Teaching TVL Subjects
Van Spencer Villoria
Received: 29 April 2026; Revised: 08 June 2026; Accepted: 12 June 2026; Published: 13 June 2026
DOI: https://doi.org/10.66074/C1T6L8R4
Abstract
This qualitative phenomenological study explored the lived experiences of non-Technical-Vocational-Livelihood (non-TVL) major teachers assigned to teach TVL subjects in a public senior high school in Davao City, Philippines. Ten teachers participated in in-depth interviews, and their narratives were examined through thematic analysis to identify challenges, coping strategies, and insights. The findings showed three major challenges: technical unpreparedness, inadequate learning facilities, and weak institutional support. Teachers reported limited hands-on skill, fear of technical tasks, poor equipment access, unsafe tools, and assignments outside their specialization. They coped through self-directed learning, shared practical support, and adaptive classroom strategies, which included online preparation, home practice, assistance from skilled individuals, community help, borrowed materials, student-assisted learning, hands-on adjustment, and safety control. Their insights centered on learning through practice, respect for skilled work, and the need for program support. The study emphasizes the need for proper teacher assignment, sustained practical training, adequate tools, and stronger institutional mechanisms to improve TVL instruction.
Keywords: adaptation, coping, phenomenology, teachers, TVL
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; vanspencer.villoria@deped.gov.ph
Volume 2, Issue 2, June 2026