V3I9P31

Technological Pedagogical Content Knowledge (TPACK) and Performance Management Outcomes Among Secondary School Teachers: Basis for a Training Design

Juneffer S. Saga^1*, Marivic M. Cuizon, PhD²

Abstract

This study determined the levels of Technological Pedagogical Content Knowledge (TPACK) and Performance Management and Evaluation System (PMES) outcomes among public secondary school teachers. It examined the relationship between these variables to inform a proposed training design. A descriptive–correlational research design was employed at Salvacion National High School and Marcelina National High School in the South District of the Bayugan City Division. Seventy Teacher I to Teacher III respondents were included through complete enumeration. Data were gathered using a researcher-developed, expert-validated, and reliability-tested survey questionnaire and analyzed using weighted mean and Spearman’s rank-order correlation. Findings revealed very satisfactory levels of technological knowledge (M=4.07), technological pedagogical knowledge (M=4.11), technological content knowledge (M=4.16), and overall TPACK (M=4.12). PMES outcomes were likewise very satisfactory in content knowledge and pedagogy (M=4.40), learning environment and diversity of learners (M=4.47), curriculum and planning (M=4.47), assessment and reporting (M=4.46), and factor (M=4.44). Overall, TPACK was significantly and positively associated with all PMES domains, with the strongest association observed in content knowledge and pedagogy (ρ = .534, p < .001). The findings supported the development of a TPACK-based training design to strengthen teachers’ technological, pedagogical, and content competencies and to support professional performance.

Keywords:

PMES, Professional Development, Teacher Performance, Technology Integration, TPACK