Teachers’ Technological Pedagogical and Content Knowledge (TPACK) Competence and Technology Integration Self-Efficacy Beliefs for Science Teaching
DOI:
https://doi.org/10.69569/jip.2025.323Keywords:
Content knowledge, Technology integration, Teachers’ TPACK, Training attended, Self-efficacy beliefsAbstract
This study investigates the level of TPACK competence and technology integration self-efficacy beliefs among junior and senior high school science teachers of Ifugao. While existing research has explored TPACK and self-efficacy in general educational contexts, there is a notable gap in understanding the TPACK competence and technology integration self-efficacy beliefs among science teachers in junior and senior high schools of Ifugao. Using a descriptive-correlational research design, a 4-point modified Likert scale survey questionnaire was employed to gather necessary data from randomly selected one hundred (100) junior and senior high school science teachers in Ifugao. Pearson r, t-test, and ANOVA with Scheffe’s Post-Hoc test were employed to test null hypotheses. Results showed that teachers had demonstrated proficiency in leveraging technology to enhance student engagement and learning outcomes, as evidenced by their experience with TPACK competencies. On the other hand, their technology integration self-efficacy belief was at an expert level, indicating a high level of self-assurance in integrating technology, adapting pedagogical approaches, and delivering science lessons using various digital tools. Additionally, the findings suggest a strong correlation between science teachers' TPACK competence and their self-efficacy beliefs regarding technology integration. Younger science teachers show higher Technological Content Knowledge (TCK) competence than older age groups. The number of training sessions or seminars attended has been proven to be a crucial factor influencing competence in TPACK, technology integration, and self-efficacy beliefs. The results contribute to the growing body of research on TPACK and self-efficacy, highlighting the importance of supporting science teachers in developing their technological, pedagogical, and content knowledge to enhance student learning outcomes. This provides insights into the current state of technology integration in science education in Ifugao and informs recommendations for teacher professional development and educational policy.
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