Technology and Livelihood Education Graduates’ Low Performance in the Licensure Examination for Teachers: A Phenomenological Study

Abstract

Among the major areas in the Licensure Examination for Teachers (LET) in a
higher educational institution in CALABARZON area, Technology and Livelihood
Education (TLE) ranks the lowest. This qualitative study explored reasons of TLE
graduates’ low performance. Using phenomenological design, four participants
were purposively sampled and interviewed one-on-one. Interview data were
transcribed and analyzed using Colaizzi’s method. Findings show that the reasons
leading to the participants’ low LET performance were: curriculum misalignment,
inadequate facilities, unavailability of well-maintained laboratory tools,
demotivation to study, lack of TLE faculty, long process for laboratory budget and
requisition, and misaligned faculty specialization. Participants gave suggestions on
how TEIs can adequately prepare TLE graduates for LET: aligning curriculum
with national standards, hiring of additional expert faculty, adequate provision of
facilities, and further support for LET preparation. It can be concluded that low
LET performance is influenced by TEI curriculum and instruction. Mixed method
studies may be conducted using these findings to investigate graduates’ TLE
performance nationwide.