Teaching strategies are vital to the teaching-learning process because they help guide the teachers in making students engage and learn the lesson. Teachers should carefully use and plan effective teaching tactics to boost active participation among learners. This study investigates the utilization of teaching strategies among Technical Vocational and Livelihood (TVL) Senior High School teachers in consideration of their various demographic profiles—such as position, length of teaching experience, field of specialization, current teaching level, and highest educational attainment. Utilizing descriptive and inferential statistical analyses, the study reveals key patterns and trends in teaching practices across different teacher demographics. The findings indicate that teaching strategies are employed with high frequency across most demographic profiles, with Very Frequently usage observed in areas such as Group Work and Oral Recitation. Despite this, the analysis shows no significant differences in the teaching strategy used by the teachers based on their demographic factors, such as position, experience, specialization, teaching level, and educational attainment. ANOVA results support the conclusion that teaching effectiveness is consistent across these variables, as all p-values exceed the 0.05 significance threshold. The study highlights that while TVL teachers use a range of teaching strategies, the demographic factors do not significantly impact their effectiveness. This suggests that variations in teaching strategy use are not strongly influenced by demographic characteristics, implying a uniform approach to strategy implementation among TVL educators. The insights gained can inform professional development programs and support systems to enhance teaching practices and ultimately improve student outcomes in TVL education. The studys implications suggest that targeted interventions may not need to vary widely based on demographic profiles but rather focus on broader educational enhancements.

Teachers.