02633    a2200157   450000500170000008200250001710000260004224501590006826400550022730000280028250400390031052020070034952600110235665000470236765000610241420260708093118.0  aTH 378.242 S188 20141 aSamillano, Joemar A.   aDifficulties and needs of teachers in teaching technology and livelihood education of secondary schools in the division of antique / cJoemar A. Samillano 1aSibalom, Antique : bUniversity of Antique ,c2014  axii, 71 pages ; c28 cm  aIncludes bibliographic references.  aAbstract 

This descriptive research design determined the difficulties and needs secondary schools in the division of Antique for school year 2013-2014. It also sought to find out if there was a significant difference in the difficulties and needs in teaching TLE of secondary schools when factors such as sex, length of teaching of teachers in teaching TLE among experience, educational attainment and specialization were considered. The descriptive research through the survey method using the questionnaire checklist was administered to 124 teachers as respondents to gather data.

Statistical tools such as the mean, standard deviation, percentage, Kruskall-Wallis test, Mann-Whitney U Test and Friedman Two-Way ANOVA were used to analyze the data. All inferential statistics were set at .05 level of significance.

The study revealed that the difficulties of teachers in teaching TLE of secondary schools in the division of Antique during the school year 2013-2014 were on; proper inspection of shop tools and materials, operating machines and assessing its performance, taking dimensions, interpreting layout, drawings and plans, and conducting actual drills/trainings/first aid. No significant difference existed in the teaching difficulties of TLE teachers when factors such as sex, length of teaching educational attainment and specialization experience, were analyzed.

As to needs, the study revealed that the top three common needs of TLE teachers were hands-on training on the use different tools in their respective area of specialization, enhancement training skills and acquiring national certificate, of competency from TESDA. As to administrative and financial support, the study also revealed the top three urgent needs: support of the administrations, on the provision of instructional facilities, quality tools/ equipment, textbook, modules; support to teachers during trainings and seminars or scholarship, and laboratory rooms for the conduct of skills training of the students.  aTHbGS  aHigher educationvTheses and dissertations  aTechnical and vocational education (Secondary education)