Technological Pedagogical Content Knowledge of Public School Teachers: Bases for Learning and Development Plan

Abstract

The study assessed the Technological Pedagogical Content Knowledge of Public School Teachers: Bases for the Development of Learning and Development Plan, school year 2025-2026. Quantitative research design and correlational procedures were used to look at any meaningful connections using questionnaires. Total enumeration was used because it ensures that the respondents were relevant and can provide accurate data aligned with the objectives of the study. The study found that respondents’ level of TPACK has an over-all mean of 4.03 with SD of 0.461, qualitatively described as competent which indicates a strong basis for technology integration skills. The over-all mean comprises the following domains: Content Knowledge has a mean of 4.53 with SD of 0.488 which is described as highly competent and it demonstrates excellent subject mastery; Pedagogical Knowledge has a mean 4.24 with SD of 0.546 which is described as competent and it exhibits reliable teaching strategies that can be adjusted to suit diversity of learners; and Technological Knowledge has a mean of 3.32 with SD of 0.969, described as moderately competent and it suggests that targeted training is necessary to improve the TK of teachers. TK-PK and TK-CK showed a weak, non-significant positive correlation (ρ = 0.108, p = 0.502) and (ρ = 0.021, p = 0.895) respectively. Therefore, their null hypothesis was rejected. There is no significant relationship between TK-PK and TK-CK. CK-PK demonstrated a positive and statistically significant correlation. So, null hypothesis was accepted. There is a significant relationship between PK-CK. Since the study found that the level of respondents’ TPACK is competent; and PK-CK are statistically correlated, a L&D Plan entitled: Seminar-Workshop on Enhancing Teachers’ Technological Competence for Effective and Innovative Teaching is hereby proposed to assist educators in purposefully integrating technology, pedagogy, and subject matter such that technology use promotes deeper learning rather than merely gadget use.