TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND WORK PERFORMANCE AMONG ELEMENTARY PUBLIC SCHOOL TEACHERS

Education

This study explores the level of Technological, Pedagogical, and Content Knowledge (TPACK) among elementary public-school teachers and its relationship to their work performance within the Nabunturan East District of the Department of Education, Davao de Oro Division. As technology integration becomes increasingly essential in educational settings, understanding teachers' proficiency in TPACK and its impact on work performance offers valuable insights for enhancing instructional quality. The study employed a descriptive-correlational design using quantitative data from 231 elementary public-school teachers through a universal sampling method. Findings reveal that while teachers exhibit strong foundational knowledge in pedagogy and content, challenges remain in fully integrating technology, particularly in Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). Furthermore, teachers displayed high work performance levels based on "Very Satisfactory" Individual Performance Commitment and Review Form (IPCRF) ratings. However, the correlation between TPACK and work performance was weak, indicating that factors beyond technological integration, such as motivation, classroom environment, and institutional support, likely play a more substantial role in influencing work outcomes. Recommendations include targeted professional development programs, peer mentoring initiatives, content-specific technology training, and policies fostering a supportive work environment to enhance teachers' technological integration skills and overall performance. These findings provide actionable insights for educators, administrators, and policymakers to strengthen technology-enhanced teaching practices and support teacher efficacy.

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