TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: ITS RELATION TO TECHNOLOGY INTEGRATION AND SENSE OF EFFICACY

Educational Administration

This study explored the relationship between Technological Pedagogical Content Knowledge (TPACK), technology integration, and teachers’ sense of efficacy among secondary public-school teachers in the East District of Compostela, Davao de Oro. Using a quantitative correlational design, data were collected from 100 teachers across seven public secondary schools using validated survey instruments. The study focused on three key areas: levels of TPACK (TPK, TCK, and PCK), dimensions of technology integration, and components of teacher efficacy (student engagement, instructional strategies, and classroom management). Findings revealed that teachers demonstrated high levels of TPACK and moderate to high levels of technology integration across various domains, including risk-taking, perceived benefits, and student facilitation. The sense of efficacy among teachers also ranked high across all dimensions. Pearson r correlation results showed a significant moderate relationship between TPACK and both technology integration (r = 0.553, p < 0.001) and teachers' sense of efficacy (r = 0.550, p < 0.001). These results suggest that when teachers feel confident in their instructional capacities and are supported in their use of digital tools, they are more likely to demonstrate robust TPACK. The study underscores the need for strategic, context-sensitive professional development to sustain effective, technology-integrated teaching, especially in resource-challenged rural settings.

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