Basic Education Facilities and Laboratories in TVL -Hospitality Related Courses, Teachers Competencies, and Learning Outcomes in Public Junior High Schools in Quezon City: Basis for a Proposed Intervention Program

Abstract

The Technical Vocational Livelihood (TVL) education under the K 12 program is central to the Philippine basic education system, designed to equip learners with industry aligned knowledge, skills, and work ethics for employment, entrepreneurship, or further training. Its effectiveness, however, relies heavily on three core elements: adequate and functional facilities and laboratories, competent teachers, and strong learning outcomes. Guided by policies such as DepEd Order No. 8, s. 2016 on facility standards and DepEd Order No. 42, s. 2017 on teacher professional standards, TVL Hospitality courses require specialized environments—including kitchens, service areas, housekeeping suites, and front office stations—that simulate real work settings to enable hands on, experiential learning. Despite these standards, public schools in Quezon City continue to face gaps: insufficient tools, outdated equipment, limited space, and variations in instructional competence, all of which may hinder full mastery of competencies. Rooted in Kolb’s Experiential Learning Theory, Shulman’s Pedagogical Content Knowledge, and Bloom’s Taxonomy, this study assesses the status of facilities, teacher competencies, and learning outcomes to identify challenges, examine relationships between variables, and develop an evidence based intervention program that aligns school conditions with industry requirements and enhances the quality of TVL instruction. Objectives The study aimed to assess Basic Education Facilities and Laboratories, Teachers’ Competencies, and Learning Outcomes in TVL Hospitality Related Courses in Public Junior High Schools in Quezon City as basis for a Proposed Intervention Program. Specifically, it seeks to: evaluate the status of facilities across seven key areas—food preparation, food and beverage services, housekeeping, front office, storage, safety and sanitation, and demonstration spaces; determine the level of teacher competence in content knowledge, learning environment management, handling diverse learners, curriculum planning, assessment, community linkages, and professional development; measure student learning outcomes over two school years; identify problems encountered by administrators, coordinators, and teachers; test for significant differences in assessments and relationships between facilities, competencies, and outcomes; and assess the acceptability of the proposed intervention program to ensure it addresses identified needs effectively. Method The study utilized a descriptive research design involving 270 respondents, composed of 36 school administrators, 54 program coordinators, and 180 teachers from selected public junior high schools in Quezon City. Data were gathered using a validated research-made survey questionnaire. Statistical tools employed included percentage, weighted mean, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation to interpret the data and test the hypotheses. Results Findings revealed that facilities and laboratories are generally Highly Evident, with safety and sanitation best maintained and front office and storage areas needing improvement; teachers are Highly Competent, excelling in assessment and reporting but facing challenges in managing learning environments and accessing professional development; students achieve Closely Approximating Mastery, showing strong foundational skills but not yet full proficiency; problems are Moderately Encountered, focused mainly on outdated equipment, diverse learner needs, and heavy workloads; facilities have a significant positive relationship with outcomes while teacher competencies show positive but non significant links; and the proposed intervention program is Highly Acceptable, valued most for its focus on facility and competency improvement, with minor suggestions for clearer implementation guidelines. Conclusions Based on the findings of this study, we arrived at the following conclusions. The Basic Education Facilities and Laboratories for TVL-Hospitality Related Courses in public junior high schools in Quezon City are sufficient and adequate for the program’s needs, and students, teachers, and other respondents all shared similar views regarding their quality and availability. We also found that the teachers handling these subjects are highly proficient and knowledgeable in their field, while the learners demonstrated strong performance, showing skills and understanding that are close to the mastery level. When looking at how these factors affect learning, all facilities and laboratory areas appeared to have the same level of influence on outcomes. However, while most areas showed a clear connection to student performance, the Food Preparation and Kitchen Laboratory was an exception and did not show this meaningful relationship. Interestingly, the results also revealed that the teachers’ level of competence did not have a significant effect on the students’ learning outcomes in this study. To help address these points and further strengthen the program, we developed an Enhancement Strategy for Educational Resources and Teacher Competence. This proposed intervention is seen as highly relevant and suitable for the schools, and is ready to be adopted and put into practice.