From Tradition to Innovation: A Study on the Self-Efficacy and Competency of Pre-Service TLE Educators in Blended Learning

Matilde Tijtgat

doi:10.63931/ijchr.v7iSI2.222

Authors

Matilde Tijtgat Iloilo Science and Technology University https://orcid.org/0009-0005-3359-2334

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.222

Keywords:

self-efficacy, pre-service teachers, Technology and Livelihood Education, blended learning, culturally grounded pedagogy

Abstract

This study assessed the self-efficacy and competency of pre-service Technology and Livelihood Education (TLE) teachers in the context of blended learning within selected State Universities and Colleges (SUCs) in Iloilo. Anchored in the historical evolution of TLE from colonial vocational education to a culturally rooted K to 12 components, the research aimed to support the development of a manual for distance education that reflects both contemporary demands and socio-cultural foundations. Employing Richey and Klein’s (2014) Design and Development model, the study utilized a validated online survey administered to 138 fourth-year BTLEd students, focusing on four domains: content knowledge, blended technological-pedagogical-content knowledge, student-teacher interaction, and learner management. The results revealed a high level of self-efficacy across all domains, with the highest confidence shown in learner motivation and content delivery. However, challenges persisted in formulating objectives aligned with MELCs, integrating learning platforms into instruction, and handling disengaged learners. A research-based manual was then developed to address these specific competency gaps, evaluated by experts for relevance and clarity. Findings underscored the importance of improving teacher education through contextualized support, technological training, and responsive pedagogies, reaffirming the need to align pre-service preparation with the realities of distance education. This study not only contributes to improving TLE instruction under blended modalities but also reinforces the cultural and historical grounding of teacher education in the Philippines.

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