Technological Pedagogical Content Knowledge (TPACK): A Correlational Study among Secondary School Teachers’ Level of Self-Efficacy and Teaching Competence
Session
Education and Development
Description
This study aims to determine teachers’ level of self-efficacy on Technological Pedagogical Content Knowledge (TPACK) and how this affects their teaching competence. The respondents of this study are the 170 teachers from the Division of Dumaguete City, Negros Oriental. The method used in the study is descriptive- correlational method and employed a validated self-made questionnaire. Results revealed that the level of self-efficacy of teachers on different aspects of TPACK is high. The level of teaching competence of the teachers based on the four domains of KRA is high. The overall level of self-efficacy of the teachers is significantly and strongly related to their overall level of teaching competence. There is a significant relationship between the subject taught by the teachers and their self-efficacy on the aspects of TPACK: TK; TPK; and TPACK. Those who are teaching Social Studies, TLE and MAPEH have higher self-efficacy compared to those who are teaching English/ Filipino and Math/Science. There is a significant and inverse relationship between the length of service of the teachers and their self-efficacy on the aspects of TPACK: TCK; TK; and TPK. Novice teachers have higher self-efficacy on the enumerated aspects than those who have been in the teaching field for a longer time. There is a significant relationship between the teachers’ length of service and their self- efficacy in terms of content knowledge. There is no significant difference in the teachers’ competence when grouped according to their profile. Generally, the level of self-efficacy of respondents on TPACK is high and it affects their teaching competence regardless of the subject taught, length of service and teaching position.
Keywords:
TPACK, self-efficacy, teaching competence, KRA PerformaNCE
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-95-6
Location
UBT Lipjan, Kosovo
Start Date
28-10-2023 8:00 AM
End Date
29-10-2023 6:00 PM
DOI
10.33107/ubt-ic.2023.308
Recommended Citation
SULLERA JR., FELIPE B., "Technological Pedagogical Content Knowledge (TPACK): A Correlational Study among Secondary School Teachers’ Level of Self-Efficacy and Teaching Competence" (2023). UBT International Conference. 9.
https://knowledgecenter.ubt-uni.net/conference/IC/EDU/9
Technological Pedagogical Content Knowledge (TPACK): A Correlational Study among Secondary School Teachers’ Level of Self-Efficacy and Teaching Competence
UBT Lipjan, Kosovo
This study aims to determine teachers’ level of self-efficacy on Technological Pedagogical Content Knowledge (TPACK) and how this affects their teaching competence. The respondents of this study are the 170 teachers from the Division of Dumaguete City, Negros Oriental. The method used in the study is descriptive- correlational method and employed a validated self-made questionnaire. Results revealed that the level of self-efficacy of teachers on different aspects of TPACK is high. The level of teaching competence of the teachers based on the four domains of KRA is high. The overall level of self-efficacy of the teachers is significantly and strongly related to their overall level of teaching competence. There is a significant relationship between the subject taught by the teachers and their self-efficacy on the aspects of TPACK: TK; TPK; and TPACK. Those who are teaching Social Studies, TLE and MAPEH have higher self-efficacy compared to those who are teaching English/ Filipino and Math/Science. There is a significant and inverse relationship between the length of service of the teachers and their self-efficacy on the aspects of TPACK: TCK; TK; and TPK. Novice teachers have higher self-efficacy on the enumerated aspects than those who have been in the teaching field for a longer time. There is a significant relationship between the teachers’ length of service and their self- efficacy in terms of content knowledge. There is no significant difference in the teachers’ competence when grouped according to their profile. Generally, the level of self-efficacy of respondents on TPACK is high and it affects their teaching competence regardless of the subject taught, length of service and teaching position.