Author

Virgie E. Bejoc*
Cebu Technological University – Danao Campus, Sabang, Danao City, Cebu, Philippines

Abstract

The transition toward sustainable, environmentally responsible economies requires education systems to develop learners’ green competencies, particularly in technical and vocational education. In the Philippine context, Technology and Livelihood Education (TLE) plays a vital role in equipping students with practical skills aligned with sustainability and green workforce demands. However, the effective integration of green competencies in TLE instruction largely depends on teachers’ teaching competencies and self-efficacy. This study examined teaching competencies and self-efficacy as predictors of TLE teachers’ preparedness to integrate green competencies in selected public secondary schools in the Department of Education, Danao City, and the Cebu Province Division, Philippines. The study employed a quantitative descriptive–correlational research design using a survey questionnaire administered to 301 TLE teachers. Data were analyzed using frequency and percentage, mean and standard deviation, and regression analysis. The findings revealed that teachers generally demonstrated high levels of teaching competencies, self-efficacy, and preparedness in integrating green competencies. Furthermore, teaching competencies (β = .095, t = 2.333, p=.020) and self-efficacy significantly predict teachers’ preparedness (β = .741, t = 18.217, p < .001), indicating that teachers with greater confidence in their instructional abilities are better prepared to integrate sustainability and environmental concepts into TLE instruction. The results highlight the importance of strengthening teacher capacity through professional development programs that enhance both pedagogical competencies and self-efficacy for sustainability-oriented teaching. Based on the findings, a seminar–workshop program on strengthening TLE teachers’ preparedness for integrating green competencies was proposed to support sustainability integration in TLE education.

Keywords: Green competencies, teacher preparedness, self-efficacy, TLE education, sustainability education.

*Corresponding author / Email: virgie.bejoc@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021199

Recommended citation:
Bejoc, V. E. (2026). Teaching competencies and self-efficacy as predictors of TLE teachers’ preparedness in integrating green competencies. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5068-5090. http://doi.org/10.69651/PIJHSS05021199

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