Abstract
This study aimed to determine the level of Technological, Pedagogical, And Content Knowledge (TPACK) practices among MAPEH teachers to describe the teacher utilization of technology, pedagogies, and content knowledge for school year 2023-2024 which led to the development of a proposed intervention program for MAPEH teachers. The research utilized a purposive sampling technique in getting the sample population among the different schools in the Division of Pasig City. This study utilized a non–experimental, quantitative research design. As regards the level of TPACK of MAPEH Teachers the School Administrators and MAPEH teachers themselves perceive that there is a small difference between the mean score of MAPEH teachers in the three areas as supported by the mean scores of 3.40 and School administrators with a grand mean score of 3.39 only and indicated no significant difference on the respondents’ perceptions. In addition, there is No Significant Difference on the perceptions of the School Administrators and MAPEH Teachers as regards the challenges encountered by the MAPEH Teachers. Furthermore, there is No Significant Difference on their perceptions and the challenges experienced by the MAPEH Teachers. Lastly, it was found out that there is significant relationship between TPACK Competencies as to Content Knowledge and the Encountered Challenges Encountered. Based on the results of the study, The MAPEH Teachers’ Intervention Program was crafted to enhance the TPACK to a very high level.
