Trainers’ and Trainees’ Level of Competence in Technical Vocational Education and Training: Basis for Competency Development Plan
Abstract
This study examined trainers’ competence using the Technological Pedagogical Content Knowledge (TPACK) framework and its relationship with trainees’ academic performance in an online and distance learning environment at Zamboanga Sibugay Polytechnic Institute (ZSPI). Anchored on the TPACK Framework and Self-Determination Theory, the study employed a quantitative correlational design with documentary analysis involving 11 trainers and 110 trainees from 11 technical-vocational qualifications. Data were gathered using an adopted and modified TPACK Survey and trainees’ official grades and were analyzed using mean, standard deviation, Analysis of Variance, and Pearson Product-Moment Correlation. Trainers demonstrated high overall competence, with a weighted mean of 3.88; Content Knowledge (CK) obtained the highest mean of 4.06, while Technological Content Knowledge (TCK) had the lowest mean of 3.76. Trainees demonstrated good academic performance, with a mean grade of 87.23. Significant differences in trainers’ competence were found across age groups, while educational attainment showed no significant differences in most competence areas except TCK. Among the TPACK dimensions, only CK showed a statistically significant positive moderate relationship with trainees’ academic performance (r=0.341, p=0.011). The study recommends strengthening trainers’ technological content knowledge, entrepreneurship and managerial skills, digital instruction and assessment, industry upskilling, and innovative instructional practices, while reinforcing trainees’ basic, common, and core competencies. The study supports SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation and Infrastructure) through improved TVET instruction, industry-relevant competencies, and technology integration. Its sustainability impact centers on strengthening institutional instructional capacity, technological integration, and trainees’ readiness for changing workplace demands.