A Moderation Analysis of the Secondary English Teachers’ Profile on the Relationship Between their Technological-Pedagogical-Content Knowledge and Virtual Instructional Strategies in the Division of Olongapo City

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{"abstract":"This study investigated the relationship between secondary English teachers' Technological Pedagogical Content Knowledge (TPACK) and their use of virtual instructional strategies, also exploring the impact of demographic factors. The sample comprised mostly female teachers (83%) aged 24-35, predominantly teaching junior high school. Teachers demonstrated high competence across all TPACK domains: technological knowledge was rated competent, with frequent technology use being a key indicator; pedagogical knowledge was highly competent, particularly in assessing student performance; and content knowledge was highly competent, reflecting strong subject understanding and diverse teaching strategies. Teachers also showed high competence in various virtual instructional strategies, including objective strategies, motivating students, presenting content, lesson structure, activities, questioning, and grouping. Correlational analyses revealed significant positive relationships between TPACK (technological, content, and pedagogical knowledge) and the utilization of virtual instructional strategies, indicating that higher TPACK levels are associated with more effective implementation of virtual strategies. However, no significant relationships were found between teachers' demographic profiles (age, sex, years in service, and training) and their TPACK or virtual instructional strategies. This suggests that TPACK is crucial for effective virtual strategy utilization, irrespective of demographic factors. The study concludes that TPACK is vital for the effective use of virtual instructional strategies in online secondary English teaching, with implications for teacher training programs to enhance TPACK competencies.","abstract_source":"gemini_shortened","authors":["Rudy Esposo","Ramsey Ferrer"],"date":"2025-04-23","doi":"10.70838/pemj.360102","id":4986,"issue":1,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"442fecbc47b2467b7a5185ea1910b8449c883c58bf2e0a987a95d787cb1c1d3d","schema":"scimatic-article/1","title":"A Moderation Analysis of the Secondary English Teachers’ Profile on the Relationship Between their Technological-Pedagogical-Content Knowledge and Virtual Instructional Strategies in the Division of Olongapo City","volume":36}

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c290000000000000000000000000000000000000000000000000000000000000137a"},"latest"]}'

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