Teachers’ Challenges and their Expertise in Teaching Electrical Installation and Maintenance

Abstract

This study assessed the relationship between the challenges teachers encounter and their level of expertise in teaching Electrical Installation and Maintenance (EIM) in public high schools in Misamis Occidental. Anchored in Shulman's Pedagogical Content Knowledge and Bandura's Social Cognitive Theory, the research employed a descriptive-quantitative design, involving 22 purposively selected teachers, to evaluate profiles, institutional challenges, and technical proficiency across five core domains. Data analysis using frequency distributions, weighted means, and Pearson's Correlation revealed a workforce that is legally qualified but technically stagnant; while the majority hold Bachelor's degrees and LET licenses, 86.37% are limited to TESDA NC II certifications and hold minimal advanced industry licenses. Respondents reported a "High Level of Challenge" overall (Grand Mean: 3.55), identifying Professional Development, Resources, and Infrastructure as critical impediments due to limited access to training and outdated technology. Despite these constraints, teachers perceived themselves as possessing a "Very High Level of Expertise" (Grand Mean: 4.57), demonstrating exceptional confidence in Technical Drawing and Plans and OSH compliance. A significant positive relationship was found between challenges and expertise, indicating a phenomenon of "critical awareness," in which greater technical mastery correlates with greater acuity regarding resource inadequacies. Consequently, the study concludes that, despite teacher resilience, instructional potential is constrained by a "competency ceiling" and systemic deficits, and recommends immediate facility modernization and institutionalized support for vertical articulation (NC III) to bridge the gap between classroom training and industry standards.