Abstract
Technology and Livelihood Education (TLE) teachers face resource and training limitations. In pursuit of this line of thinking, this study aimed to determine the level of adaptability of teachers in teaching Technology and Livelihood Education (TLE) in a fourth-class city in a medium-sized Division in Northern Negros during the school year 2022-2023 as the basis for an intervention plan. Data for this quantitative, descriptive study were collected from 52 secondary TLE teachers using a researcher-made questionnaire that has been subjected to, and has passed, the validity and reliability testing. Additionally, data collection has been done strictly following research ethics protocol. Results showed a very high level of adaptability of teachers in teaching TLE in the research environment in a fourth-class city in a medium-sized Division of Northern Negros. Moreover, no significant difference was found in the level of adaptability of TLE teachers in different areas of teaching technology and livelihood education when grouped and compared according to the aforementioned variables. The results call for institutional and contextual factors to play a stronger role than personal attributes in shaping their teaching flexibility.
Keywords: teachers’ adaptability, teaching strategies, Technology and Livelihood Education (TLE), teacher preparedness, TLE instructional competence