Teaching Imperatives Used for the Technology and Livelihood Education Program of Abra State Institute of Sciences and Technology

This study explores the teaching imperatives used in the Technology and Livelihood Education (TLE) program at Abra State Institute of Science and Technology (ASIST). The research examines various aspects of the TLE teachers’ demographic profiles, teaching attitudes, and instructional practices, focusing on instructional planning, teaching methods, student groupings, room design, teaching environment, evaluation techniques, and educational philosophy. The study identifies that most TLE teachers are aged between 30 and 40, possess at least a bachelor’s degree, and have 5 to 10 years of teaching experience. The teachers predominantly favor active learning strategies, particularly project-based learning (PBL) and hands-on activities, and display positive attitudes toward modern, student-centered teaching approaches. However, the study finds no significant relationships between teachers’ demographic profiles and their teaching attitudes or imperatives, indicating that factors such as age, educational attainment, and years of service do not significantly influence their instructional practices. Based on these findings, the study recommends enhancing professional development programs, encouraging teachers to pursue advanced degrees, and providing additional teaching resources to improve the application of active learning strategies. Furthermore, it suggests conducting follow-up studies to assess the long-term impact of teaching imperatives on student outcomes.