Abstract
This study explored the Technological, Pedagogical, and Content Knowledge (TPACK)-based competencies of teachers in the Special Program in Science (SPS) at Angono National High School. Mishra and Koehler’s (2006) TPACK framework, the research aimed to determine teachers’ levels of technological, pedagogical, and content knowledge; the challenges encountered in applying TPACK-based instruction; and their perceptions of its impact on student engagement and learning. A Sequential Explanatory Mixed-Methods Design was employed. Quantitative data were gathered using the TPACK Survey Instrument to assess teachers’ competencies across seven domains, while qualitative data were obtained through semi-structured interviews to elaborate on the results. Findings revealed that SPS teachers demonstrated high to very high proficiency across all TPACK domains, indicating strong integration of technology, pedagogy, and content in instruction. Reported challenges included limited ICT resources, unstable internet connectivity, and the need for continuous professional development and administrative support. Despite these barriers, teachers expressed positive perceptions of TPACK-based teaching, emphasizing its role in enhancing student motivation, conceptual understanding, and digital literacy. The study concludes that while SPS teachers possess a solid TPACK foundation, targeted professional development and strengthened institutional support are essential to optimize technology integration in science education.
