Bridging Cultures In The Classroom: Exploring Teaching Practices In Technical Vocational Livelihood (Tvl) Education In A Predominantly Lumad Senior High School

Gerlie  Lugan,; Janeth  Gacasa,; Analyn  Lumbay,; Jovita  Felongco,

Bridging Cultures In The Classroom: Exploring Teaching Practices In Technical Vocational Livelihood (Tvl) Education In A Predominantly Lumad Senior High School

Gerlie Lugan | Janeth Gacasa | Analyn Lumbay | Jovita Felongco

Abstract:

This study explores teaching practices employed by educators delivering the Technical Vocational Livelihood (TVL) curriculum in a Lumad-dominated senior high school context. Employing a qualitative descriptive design and thematic analysis of interview data from six purposively sampled teachers in T'boli, South Cotabato, the study identified three primary instructional strategies: multimodal instruction, customized instruction, and project-based teaching. Teachers confronted numerous challenges including limited facilities, communication barriers due to cultural and linguistic differences, internship access issues, and foundational skills gaps among learners. In response, teachers adopted several coping mechanisms such as classroom management adjustments, ongoing skill enhancement through seminars, language translation strategies, and individualized student support. The findings affirm the need for culturally responsive and adaptable pedagogy in marginalized communities, especially where vocational education intersects with indigenous cultural contexts. The study concludes with proposed interventions and recommendations for improving TVL education delivery and policy in similar indigenous school settings.

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