From Technology Literacy to Practice: The Relationship Between TPACK Proficiency and Teaching Learning Performance
DOI:
https://doi.org/10.65339/ijsair.V2.I2.696Keywords:
Classroom Performance, Elementary Teachers, Professional Development, Quantitative Descriptive-Correlational Research, Technology Integration, Technology Acceptance Model, Technological Pedagogical Content Knowledge, TPACK-Based Instruction PlanAbstract
This study examined the relationship between teachers’ Technological Pedagogical Content Knowledge (TPACK) proficiency and classroom performance at Maximina V. Barangan Elementary School, Carcar City, Cebu, during School Year 2025–2026. Anchored on the TPACK Framework and the Technology Acceptance Model, the study used a quantitative descriptive-correlational research design. The respondents were 19 public elementary school teachers selected through purposive sampling. Data were gathered using a validated TPACK-based self-assessment questionnaire and official classroom observation records aligned with the Department of Education’s Results-Based Performance Management System. Descriptive and inferential statistical tools, including frequency, percentage, mean, standard deviation, Pearson Product-Moment Correlation, and multiple linear regression, were used to analyze the data. Findings showed that teachers demonstrated high levels of TPACK proficiency across most domains, with Pedagogical Content Knowledge rated very strong. Their teaching–learning performance was rated Very Satisfactory. Significant positive relationships were found between teaching performance and the technology-driven TPACK domains, specifically Technological Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge. However, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Content Knowledge showed insignificant correlations with performance. The study concluded that teachers’ ability to integrate technology with pedagogy and content is an important factor in enhancing classroom effectiveness. It recommended targeted professional development, peer coaching, and sustained investment in digital resources and infrastructure. The study supports SDG 4 on Quality Education and SDG 9 on Industry, Innovation and Infrastructure by promoting technology-integrated teaching and teacher development. Its sustainability impact lies in strengthening instructional quality, institutional capacity, and technology-responsive professional development in basic education.
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