Lived Instructional Experiences of TLE Teachers in Teaching Skills-Based Learning Among Grade 8 Learners: Pedagogical Adaptations, Classroom Challenges, and Learner Participation in Public Secondary Schools

Abstract

This qualitative phenomenological study explored the lived instructional experiences of Technology and Livelihood Education (TLE) teachers in teaching skills-based learning among Grade 8 learners in public secondary schools. Specifically, the study examined teachers’ pedagogical adaptations, classroom challenges, learner participation, and instructional practices associated with skills-based TLE instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected TLE teachers from public secondary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers utilized demonstration-based instruction, hands-on activities, collaborative learning, contextualized tasks, and performance-based approaches to strengthen learners’ practical competencies and classroom engagement. Participants also identified challenges related to limited instructional materials, inadequate tools and equipment, large class sizes, time constraints, and varying learner skill levels. Despite these concerns, TLE teachers demonstrated adaptability and instructional creativity through improvised materials, flexible teaching strategies, peer-assisted learning, and learner-centered classroom activities. Teachers further observed that skills-based instruction improved learner confidence, participation, practical competence, and motivation through experiential learning opportunities. The findings underscore the importance of experiential, learner-centered, and resource-responsive pedagogical practices in strengthening skills-based learning in public secondary school TLE instruction.