Abstract
Educational technology professionals commonly utilize the Technological Pedagogical and Content Knowledge (TPACK) framework. Yet, the existing studies lack an examination of the influence of mathematics teachers' perceptions of TPACK on their Classroom Management Self-Efficacy in the context of online teaching. This quantitative cross-sectional survey aimed to explore the potential impact of TPACK on mathematics teachers’ online classroom management, which is significant to improve online teaching. The study involved 232 mathematics teachers from Kuwaiti primary schools who were randomly selected through cluster sampling, who completed a questionnaire consisting of 42 items. The questionnaire aimed to investigate both teachers’ perception of classroom Management Self Efficacy in online teaching, and their TPACK perceptions. Through the utilization of multiple regression analysis, the data revealed a significant correlation between the TPACK component (CK, TK, PK, PCK, TCK, TPK, and TPACK) and classroom Management Self Efficacy in online teaching. Consequently, this study highlights the validity of TPACK as a model to elucidate teachers' effective management of online classrooms. The results of this study contribute to international studies on online teaching efficiency, teaching practices, and teacher technological competencies.
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