Abstract
The study determined the influence of teachers’ technological pedagogical content knowledge on their performance among teachers at selected schools in the Nunungan District, Division of Lanao del Norte, during the School Year 2024-2025. It aimed to examine the relationship between these competencies and their influence on teaching effectiveness. Findings revealed that teachers exhibited strong competencies across all three domains. In content knowledge, educators demonstrated a robust understanding of their subject matter, maintained currency with developments in their fields, and employed diverse teaching strategies that connected content to real-life contexts. Similarly, teachers showcased effective pedagogical knowledge by adapting instructional strategies to meet student needs, fostering supportive classroom environments, and utilizing various assessment methods. However, a gap was identified in the integration of technology; while teachers incorporated technology into some lessons, there was a notable need for further development in this area. Overall performance in numeracy and literacy instruction was high, with most teachers rated as "Outstanding" or "Very Satisfactory." The results indicated effective delivery of education that met diverse student needs. Nevertheless, the study highlighted a clear necessity for ongoing professional development, particularly in enhancing technological skills. Statistical analysis showed a significant positive relationship between content knowledge and technological proficiency with teaching outcomes in numeracy and literacy. In contrast, the relationship between pedagogical knowledge and teaching performance was not statistically significant, suggesting that while important, pedagogical expertise may be secondary to content and technological knowledge. This underscores the need for targeted interventions to strengthen these competencies through professional development programs focused on technology integration.
