TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND CLASSROOM LITERACY PRACTICES AS PREDICTORS OF TEACHING COMPETENCE OF ELEMENTARY TEACHERS

Elementary Education

This study determined the relationship between Technological Pedagogical Content Knowledge (TPACK), Classroom Literacy Practices, and Teaching Competence of elementary teachers in selected public elementary schools in the West District of Compostela, Davao de Oro during the School Year 2025–2026. Specifically, the study assessed the level of TPACK in terms of Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK); the extent of classroom literacy practices; and the level of teaching competence based on classroom observation ratings. The study employed a quantitative predictive-correlational research design utilizing universal sampling among 102 elementary teachers from selected public elementary schools. Data were gathered using adapted and validated survey questionnaires and analyzed using mean, standard deviation, Spearman Rank-Order Correlation (Spearman rho), and multiple linear regression analysis. Findings revealed that elementary teachers demonstrated a strongly agree level of TPACK and classroom literacy practices, as well as an outstanding level of teaching competence. Furthermore, results showed that TPACK and classroom literacy practices were significantly related to teaching competence. Among the indicators, selected dimensions of TPACK and classroom literacy practices significantly predicted teaching competence. The findings imply that strengthening teachers’ technology integration skills and literacy instructional practices may contribute to improved teaching competence and instructional quality in elementary education. Therefore, professional development programs focusing on technology integration and literacy instruction are highly recommended.

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