Implementation of Multi-Lingual Education in Technical Vocational Education (Tech-Voc) Schools
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E5/2026-13Keywords:
Multilingual education, technical vocational schools, teacher profile, implementation, Region III, vocational specializationsAbstract
Objectives: This study aimed to determine the extent of implementation of multilingual education in Technical-Vocational (Tech-Voc) schools in Region III. Specifically, it examined (1) the profile of teacher-respondents in terms of age, sex, civil status, highest educational attainment, and length of service; (2) the extent of implementation of multilingual education across areas of specialization—Beauty Care, Food Processing, Horticulture, Animal Production, and Personal Computer Hardware Servicing; (3) differences in implementation relative to teacher profile variables; and (4) the relationship between implementation and teacher profile variables.
Methodology: The study employed a descriptive research design. Data were gathered from Tech-Voc teachers using survey questionnaires. Statistical analyses included weighted means and tests of significance at the 0.05 level.
Key Findings: Results revealed that most teacher-respondents were female, aged 30–35, married, with MA units, and had 1–5 years of service. The extent of multilingual education implementation varied across specializations: Beauty Care (mean = 4.77, Highly Implemented), Food Processing (4.24, Implemented), Horticulture (4.85, Highly Implemented), Animal Production (4.65, Highly Implemented), and Personal Computer Hardware Servicing (4.00, Implemented). No significant differences or relationships were found between implementation levels and teacher profile variables.
Significance: The findings highlight that multilingual education is generally well-integrated in Tech-Voc schools, particularly in practical skill areas. However, teacher characteristics did not significantly influence implementation, suggesting that institutional practices and curriculum design play a more decisive role.
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Copyright (c) 2026 Crisalyn Paulino Villegas, Dr. Helen F. Dupale (Author)
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