Key competencies are becoming a profound interest as a critical aspect of educational reform and curriculum innovation. Hence, this study assessed the level of instructional competencies of Technology and Livelihood Education teachers, which served as a basis for developing enhanced instructional program. Mixed method research design was employed to achieve the objective of the study of which survey questionnaires were utilized to assess the teachers? instructional competencies and conducted Focus Group Discussion to the teachers to identify the problems and challenges faced in handling the subject. There were thirty-four (34) teachers and three hundred fifty-two (352) student-respondents of the study. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation, ANOVA and t-test. Results revealed that majority were female teachers handling cookery subject, with master?s units, had been in the service for 0-10 years, occupying Teacher I position and were National Certificate II holders. On students? profile, majority were female students from Grade 9 level and enrolled in cookery. In terms of instructional competencies, teachers were ?Competent? and ?Highly Proficient? in terms of classroom observation rating and had indicated significant relationship between teachers? instructional competencies and classroom observation rating. However, teachers? instructional competencies depicted no significant difference to their profile. The study further revealed that there were problems met by the TLE teachers such as lack of instructional materials and improper curriculum implementation. This study concludes that a competent teacher should have sufficient knowledge, necessary skills and positive attitude towards teaching. It is therefore recommended that school administrators should regularly evaluate the training needs of their TLE teachers and design a training program to address their needs.

Education