Instructional and digital competence of teachers in teaching Technology and Livelihood Education in Lapu-Lapu City

The study determined the instructional and digital competence of teachers in teaching TLE subjects in selected public schools in the Division of Lapu-Lapu City during the school year 2025-2026, as a basis for a professional development plan. A quantitative descriptive research design was employed, and data were collected through purposive sampling. Data collection used a Likert-scale questionnaire ranging from 1 to 4, consisting of 40 statements measuring teachers’ instructional competence and 7 measuring digital competence. The instrument signified a Cronbach’s Alpha coefficient value >.8. The findings showed the demographic profile of the respondents in terms of age; the respondents in selected schools in Lapu–Lapu City comprised the age group from 41 to 50 years old. In addition, regarding educational attainment, the majority of respondents were taking units in MAEd and had 11 years or more of teaching service, and the majority were Teacher I–III. Furthermore, the respondents’ level of instructional competence among teachers was interpreted as “Very high,” which includes the instructional implementation, knowledge of subject matter, classroom management, and monitoring of students’ progress, and the level of digital competence of the teachers in teaching TLE subject was interpreted as “Very High”. Moreover, the findings revealed that teachers’ years of teaching service were statistically significantly related to their instructional and digital competence, whereas age, highest educational attainment, years of service, and civil status were not. Based on the findings, it is recommended that the Professional Development Plan be implemented across schools to improve the instructional delivery and digital competence of TLE teachers.