TPACK and Teacher Competence in Junior High TLE Classrooms

This study aimed to assess the teaching competencies of junior high TLE teachers from grades 7 to 10 in a classroom setting, specifically examining their proficiency across the triad of content knowledge, pedagogical knowledge, and technological knowledge. Understanding TPACK competencies among TLE teachers is crucial, as effective integration of technology with pedagogy and content can enhance lesson delivery, student engagement, and 21st-century skill development. A researcher-designed survey instrument with 0.9 Cronbach Alpha was utilized and administered to thirty teachers in public secondary schools in Tawi-Tawi. Results demonstrated high levels of competency across all three domains, with mean scores of 4.42 for content knowledge, 4.35 for pedagogical knowledge, and 3.61 for technological knowledge. The correlations between these competency scores and years of teaching experience and highest educational attainment were non-significant (p > 0.05). Complete demographic data was provided by all participants with 100% response rate. These findings suggest that, within the study sample, teachers exhibited relatively high competency levels across content, pedagogy, and knowledge. Further research is needed to explore contributing factors and the generalizability of these results to broader populations. In conclusion, while this study indicates high teacher competency in the selected schools, further research is necessary to confirm these findings in more diverse settings and to better understand the relationship between teacher skills and student outcomes.