Exploring the Attitudes, Skills, and Challenges Encountered by TLE Teachers during the COVID-19 Pandemic

Abstract

This study explored the attitudes, skills, and challenges experienced by Technology and Livelihood Education (TLE) teachers during the COVID-19 pandemic. Through semi-structured interviews, the research provides an in-depth analysis of how educators navigated the abrupt shift to modular distance learning. Key attitudes such as resilience, empathy, and collaboration emerged despite prevalent frustrations. The study also highlights improvements in technological proficiency, adaptability, and creativity among teachers. However, significant challenges were identified, including inadequate access to teaching materials, difficulties in providing feedback and assessments, student disengagement, and the fundamental shift to online pedagogy.

Grounded in Ajzen’s (2019) Theory of Planned Behavior, the study emphasizes the role of attitudes, subjective norms, and perceived behavioral control in shaping teachers’ responses to educational disruptions. Research by Rasmitadila (2020) underscores that obstacles were a primary concern for educators during the pandemic, reinforcing the need for targeted interventions. In response, this study proposes a competency-building program designed to equip TLE teachers and administrators with the necessary skills to effectively adapt to evolving educational modalities.

The findings offer valuable insights for educators, school administrators, and policymakers, shedding light on teachers’ resilience and adaptability amidst the challenges of remote learning. Given the hands-on nature of TLE subjects, the demand for innovative teaching strategies was particularly pronounced in public junior high schools. This research underscores the necessity of sustained support systems to enhance the delivery of skill-based education in a post-pandemic landscape.