Teachers’ Perspectives and Practices on Student Engagement in Post-Pandemic Technical-Vocational-Livelihood Education

Abstract

The shift back to in-person learning after the COVID-19 pandemic has exposed significant challenges in student engagement within the TVL track, where teachers must balance theory with hands-on instruction amid declining student motivation and changing learning contexts. Previous research lacks focus on teacher-driven strategies in TVL settings, particularly in post-pandemic settings. Using the QuantitativeQualitative research design, this study sought to determine the conceptualizations and practices of TVL teachers related to student engagement. Data were gathered using a survey questionnaire completed by 114 TVL teachers and in-depth interviews conducted with seven TVL teachers from 29 public secondary schools in the province of Benguet. Data were analyzed using descriptive statistics and non-parametric tests, including the Kruskal-Wallis H-test and Mann-Whitney U post hoc test, to examine group differences. The study found that TVL teachers, regardless of teaching experience or performance rating, shared a consistent and holistic understanding of student engagement. While engagement strategies were generally highly to very highly practiced, a significant difference emerged in the domain of teacher-student interactions based on teaching experience. TVL teachers, although the strategies were at least highly practiced, face complex challenges such as inadequate resources, curriculum mismatches, and limited parental involvement, yet they respond with resourceful, teacher-driven approaches. These findings highlight the need for institutional support to reinforce student engagement practices, improve resource allocation, and formalize innovative strategies through targeted professional development and policy support.