Data – Driven Decision Making, Industry Consultation, and Emotional Intelligence on Curriculum Assessment of Technical Vocational Livelihood (TVL) Administrators

Abstract

This study was conducted in response to the increasing need for effective curriculum assessment among Technical Vocational Livelihood (TVL) administrators in the Department of Education, particularly in relation to data utilization, industry linkages, and emotional competencies. It aimed to examine the influence of Data-Driven Decision Making, Industry Consultation, and Emotional Intelligence on Curriculum Assessment. The study involved 605 administrators, including School Heads, TVL Coordinators, and Subject Heads, from nine Schools Division Offices in DepEd Region X for School Year 2025–2026. Data were collected using validated survey questionnaires and analyzed using descriptive statistics, Pearson correlation, and regression analysis. The findings revealed that Data-Driven Decision Making was manifested (M=4.38), with Student Performance Analysis as the highest (M=4.52). Industry Consultation was established (M=4.33), led by Work Immersion Collaboration and Industry Standards Adoption (M=4.40). Emotional Intelligence was high (M=4.45), with Relationship Management as the highest (M=4.48). Curriculum Assessment was found to be effective (M=4.43), particularly in terms of Pedagogical and Instructional Quality (M=4.45). Significant positive relationships were observed between Curriculum Assessment and Data-Driven Decision Making (r=0.711), Industry Consultation (r=0.667), and Emotional Intelligence (r=0.696). Regression analysis identified nine significant predictors that collectively explained 63.5% of the variance in Curriculum Assessment outcomes. The findings indicate that both technical competencies and emotional intelligence significantly influence curriculum assessment effectiveness among TVL administrators. Strengthening these areas through targeted professional development and industry collaboration is essential to improve curriculum implementation and alignment with educational and workforce demands.