Development and Evaluation of Proposed Continuous Improvement Plans for the Bachelor of Technical and Vocational Teacher Education of Laguna State Polytechnic University System

Abstract ―​

This study evaluated the effectiveness, alignment, and implementation challenges of the Bachelor of Technical-Vocational Teacher Education (BTVTED) program at Laguna State Polytechnic University (LSPU) to inform a continuous improvement plan. Guided by the Logic Model (Schuman and Wholey, 1995; Derr and Derr, 2024) and the Multidimensional Analysis Framework (Karyanto et al., 2023), it employed a mixed-methods design combining quantitative surveys and qualitative interviews. A total of 270 respondents participated, including 251 graduates, 15 faculty members, and four program coordinators. Quantitative data assessed program effectiveness across inputs, activities, outputs, and outcomes, while qualitative data provided deeper insights from key informants. Findings revealed significant differences in curriculum evaluation among stakeholders. Program coordinators rated the curriculum as Effective to Very Effective (M = 3.14), highlighting alignment with CHED and TESDA standards. Faculty members (M = 2.09) and graduates (M = 1.90) rated the program as Ineffective, identifying concerns in instructional resources, industry immersion, digital competency integration, and laboratory facilities. Significant differences in assessments were found by sex (t = 2.21, p = 0.030), marital status (F = 3.96, p = 0.050), and stakeholder group (F = 6.42, p = 0.002). Five alignment themes emerged: mission alignment, industry responsiveness, technical-digital gap, industry linkages, and curriculum updating. Implementation challenges included resource constraints, faculty competency gaps, limited industry exposure, curriculum-industry gap, and student barriers. A Continuous Improvement Plan (CIP) anchored on the Plan-Do-Check-Act cycle was developed and validated as Highly Acceptable by both external (M = 3.60) and internal evaluators (M = 3.60).