Teacher Competence in Electrical Installation and Maintenance: An Assessment Using Shulman’s Pedagogical Content Knowledge Model

Teacher competence is essential in technical-vocational education and training (TVET), particularly in practice-oriented fields like Electrical Installation and Maintenance (EIM). Shulman’s Pedagogical Content Knowledge (PCK) Model, which integrates Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK), provides a framework for evaluating teacher competence.A quantitative descriptive design was employed, involving 40 purposively selected teachers from TVET schools in Surigao del Sur, Philippines. Data were collected through a validated Likert-scale questionnaire and analyzed using weighted means.Teachers rated themselves positively across all domains. PCK (4.10, Agree) emerged as the strongest, followed by PK (4.06, Agree) and CK (3.86, Agree). Strengths included designing hands-on activities, fostering critical thinking, and integrating technology, while lower scores were reported in assessment literacy and technical demonstrations.TVET teachers demonstrate strong competence in integrating pedagogy with content but face challenges in assessment and demonstration skills. Professional development in authentic assessment, practice-based training, and industry immersion is recommended. Future studies should evaluate the long-term effects of these interventions on teaching quality and learner outcomes.