This study investigated the relationship between the integration of instructional videos and the instructional competencies of Technology and Livelihood Education (TLE) teachers. Furthermore, this paper highlighted the challenges and advantages faced by the participants during video integration. This study identified the respondents' profile and determined their level of video integration according to the frequency, purpose, and quality (content, visual, and audio), and their instructional competencies on lesson planning, instruction delivery, classroom management, and learner engagement. Mixed-method research with a quantitative descriptive-correlational design was utilized, wherein 15 TLE teachers were used as respondents. Data was gathered using a validated questionnaire, which was analyzed using frequency, percentage, mean, standard deviation, and Spearman's rho correlation.

The study found that video integration is usually done by TLE teachers, wherein content quality was always ensured, while visuals and audio qualities were often compromised. Moreover, the instructional competencies of TLE teachers were considered high, especially when it comes to lesson planning. From the result of correlation, there was a significant association among all variables except the relationship between visual presentation and lesson planning.

From the findings obtained, it may be concluded that the null hypothesis is partially accepted; instructional videos play a vital role in enhancing teaching competencies. Therefore, training, especially on how to use videos among older TLE teachers, and the provision of technologies must be done.