2022 IJRSE – Volume 11 Issue 9
Special IJRSE Luminary Issue
Available Online: 15 April 2022
Guiaoan, Glaysa S.
Kongkong Elementary School, Philippines (firstname.lastname@example.org)
In this time of pandemic, the education system in the world is suffering. As a result, the teachers need to be resilient and adaptable with the new normal in order to have innovations in facilitating learning amidst the pandemic. Educators need to find solutions to continuously facilitate the learning process. Furthermore, teacher’s role is very essential in the implementation of the curriculum which can be enhanced with remarkable knowledge in the use of technology, pedagogy and content along field of specialization. This descriptive-correlational study hence aimed to measure the level of technological, pedagogical, and content knowledge (TPACK) of public elementary teachers in Kasibu West District. This quantitative study which involved 40 randomly selected respondents used descriptive statistics through computation of means which showed that the respondents’ levels of technological, pedagogical, and content knowledge are qualitatively described as outstanding. Using correlational procedures at 0.05 level of significance, the study showed significant interrelationship among respondents’ levels of technological, pedagogical, and content knowledge which means these variables affect one another. Hence, a learning and development activity may be designed and implemented with focus on either technological knowledge, pedagogical knowledge, or content knowledge to sustain desirable level of TPACK among the public elementary teachers in the district.
Keywords: content knowledge, pedagogical knowledge, technological knowledge, technological, pedagogical, content knowledge
Cite this article:
Guiaoan, G. S. (2022). Technological, Pedagogical, and Content Knowledge (TPACK) among public school teachers of Kasibu West District. International Journal of Research Studies in Education, 11(9), 25-31. https://doi.org/10.5861/ijrse.2022.813