Paper Contents
Abstract
AbstractThis phenomenological study explores the experiences, opportunities, and challenges encountered by Technology and Livelihood Education (TLE) teachers as they develop students skills in Bread and Pastry Production. The research involved in-depth interviews with ten TLE teachers from the Cotabato Division, uncovering critical themes that illustrate both the strengths and obstacles within the program. Findings reveal that despite facing shortages of essential equipment and materials, teachers exhibit remarkable resourcefulness and adaptability by improvising with available resources and employing creative teaching strategies to meet curriculum demands. However, persistent challenges remain, including limited access to adequate tools, insufficient professional development opportunities, and the pressure of managing an extensive and demanding curriculum. To cope with these difficulties, teachers engage in collaborative knowledge sharing, utilize online platforms for supplemental learning, and maintain a strong commitment to continuous professional growth. The study underscores the urgent need for increased funding and resource allocation to provide appropriate equipment and materials. Additionally, it advocates for targeted professional development programs and supportive educational policies that empower teachers to enhance the quality of instruction in Bread and Pastry Production. Ultimately, addressing these issues is essential to better equip students with the competencies needed for successful careers in the culinary industry.Keywords: Technology and Livelihood Education (TLE), bread and pastry skills, teacher experiences, resource constraints, professional development, phenomenology, qualitative research, Philippines, curriculum implementation, coping mechanisms, educational management.
Copyright
Copyright © 2025 Anselle Rae C. Aristosa. This is an open access article distributed under the Creative Commons Attribution License.
