School Leadership Support for Technology and Livelihood Education Teachers’ Instructional Challenges

This study examined the extent of school leadership support provided to Technology and Livelihood Education (TLE) teachers and the instructional challenges they encountered in selected public secondary schools within the San Carlos City Division during the 2025–2026 school year. Utilizing a descriptive-correlational-comparative research design with 45 TLE teacher respondents, the research explored demographic profiles, perceived leadership support across four domains (provision of resources, professional development opportunities, classroom monitoring, and performance feedback), and instructional challenges related to material availability, facility adequacy, learner engagement, and curriculum implementation. Findings revealed that while teachers rated leadership support in classroom monitoring and performance feedback as very high, significant challenges persisted in resource provision, facility maintenance, and insufficient instructional time for curriculum delivery. Notably, learner engagement was identified as a strength and not a challenge. Statistical analyses indicated no significant differences in perceptions based on age, sex, or teaching experience, but a strong positive correlation was observed between leadership support and instructional challenges, suggesting a responsive leadership approach to existing difficulties. Based on these results, the study concludes that TLE instruction is bolstered by strong supervisory and developmental leadership but constrained by systemic resource and logistical gaps. Consequently, a comprehensive School Leadership Support Action Plan is proposed to strengthen resource management, differentiate professional development, optimize curriculum implementation time, and formalize supportive supervision systems to enhance the quality of competency-based TLE education.