Technological Pedagogical and Content Knowledge (TPACK) Assessment of Basic Education Teachers in St. Paul University Surigao

Abstract

This study determined the level of teachers’ readiness in technology, content, pedagogy, and knowledge using the TPACK framework. This study employed the quantitative approach using the standard questionnaire developed by Koehler & Mishra (2008). The participants were the 67 teachers of St. Paul University Surigao Basic Education Department employed during academic year 2018-2019. In analyzing the data, the Chi-Square Statistics (X2) was used to determine the significant association of TPCK and profile variables. Results showed that there is a significant association between content knowledge and area of specialization. Significant association was also drawn between content knowledge and academic units. The action plan program by the researcher in this study can be utilized in future training on the formulation of content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.