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AbstractThis study aimed to determine the extent of TLE (Technology and Livelihood Education) teachers facilitation competence as a determinant of the learner assessment skills of junior high school students in the Carmen District, Cotabato Division. The respondents of the study were 108 TLE teachers who had served three years or more in public high schools. The study employed a non-experimental quantitative research design utilizing descriptive and correlational methods. Findings revealed that teachers facilitation competence in terms of instructional skills, classroom management, guidance skills, and personal and professional attributes was very extensive. Meanwhile, learners assessment skills in terms of work skills and work attitude were generally extensive. The highest-rated facilitation skill was guidance, and the most frequently manifested learner skill was the ability to care for and maintain tools and equipment. Data analysis using Pearsons r and linear regression revealed a significant positive relationship between teacher facilitation competence and learner assessment skills. Domains such as classroom management and personal-professional skills had a strong influence on learners development of work-related competencies and positive work attitudes. These results underscore the importance of enhancing teacher facilitation practices to improve student performance and lifelong learning skills. Schools should invest in professional development programs targeting key facilitation areas to maximize student outcomes. The findings affirm that competent TLE facilitation not only strengthens academic engagement.Keywords: facilitation competence, learner assessment skills, TLE education

Copyright © 2025 Maristy V. Rabago. This is an open access article distributed under the Creative Commons Attribution License.