Technical-Vocational Skills and Students’ Satisfaction Among BTVTEd Students

Abstract

The development of relevant skills and positive learning experiences has become essential in preparing future educators to deliver quality instruction and meet industry demands. This study determined the level of technical-vocational skills and students’ satisfaction among Bachelor of Technical-Vocational Teacher Education (BTVTEd) students, as well as the significant relationship between these variables. An explanatory-sequential mixed-methods research design was employed, utilizing a researcher-made questionnaire and interview guide involving 80 students. Total enumeration sampling was used to ensure fair representation of all BTVTEd students, resulting in 71 respondents for the survey, while purposive sampling identified 9 key informants for in-depth interviews. Descriptive statistics were computed using the mean, while inferential analysis employed Spearman’s Rho. The findings revealed that students demonstrated a very high overall level of technical-vocational skills. Their work values and professional attitudes were rated highest, while problem-solving and critical thinking skills, although still very high, obtained the lowest mean among the indicators. Skills in technical knowledge and the use of tools, equipment, and technology were likewise rated very high. In terms of satisfaction, students also reported a very high overall level. Across dimensions, quality of instruction, training and practical experiences, and academic support services were rated very high, while learning facilities and equipment received the lowest rating, interpreted as satisfied. Furthermore, the study established a significant positive relationship between technical-vocational skills and students’ satisfaction. Based on these findings, a Skill-Enhanced BTVTEd Program: Strengthening Capabilities, Innovations and Students’ Learning Experiences was conceptualized to address identified gaps and further enhance program quality.