This research was entitled ?Competencies and Delivery of Instruction of Technology and Livelihood Education Teachers in Utilization of Virtual Classroom?. The study aimed to determine to competencies of TLE teachers in delivery of instruction in virtual classroom. Specifically, the researcher attempted to attain the following objectives (1.) identify level of competencies of Technology and Livelihood Education teachers in terms of mastery of lesson, classroom management, interpersonal relationship; (2.) determine the level of delivery of instruction of Technology and Livelihood Teachers in terms of teaching strategies, pacing of lessons, clear directions, and assessment for reflection and evaluation; (3.) identify the extent of utilization of virtual classroom among TLE teachers in terms of access, interaction, responses and results; (4.) to find out the significant differences of teacher?s competencies and utilization of virtual classroom; (5.) and establish significant relationship between the delivery of instruction and utilization of virtual classroom. Descriptive quantitative research design was employed by the researcher to obtain the necessary data. The research respondents are composed of twenty-five (25) junior high school TLE teachers from two school. They purposing sampling was utilized in selecting the respondents. The researcher instrument of this study is through the development of a series of questionnaires suited for the problems in this study. Salient findings revealed that Technology and Livelihood Education teachers? level of competence was very high as evidenced by the grand mean of 3.38. In terms of classroom management, Technology and Livelihood Education teachers? level of competence was very high as evidenced by the grand mean of 3.62. In terms of interpersonal relationship, Technology and Livelihood Education teachers? level of competence was very high as evidenced by the grand mean of 3.61. 4. It was found out that teachers? competencies in terms of mastery of the lesson only showed significant effect on virtual classroom utilization in terms of access alone, as evidenced by the obtained p-value (0.020) which was lower than (0.05) level of significance.

online teaching

Teachers Expertise

Virtual Classroom