TPACK Readiness and ICT Competency of Science Teachers in Barili District I And II: Basis for a Contextualized Teacher Training Program

This study determined the Technological Pedagogical and Content Knowledge (TPACK) readiness and Information and Communication Technology (ICT) competency of Science teachers and examined the relationship between these variables as a basis for a Contextualized Teacher Training Program. Specifically, it described the respondents' demographic profile, assessed their level of TPACK readiness across the seven TPACK domains, evaluated their ICT competency in terms of basic computer competency and utilization of educational technology tools, determined the significant relationship between TPACK readiness and ICT competency, and examined the significant differences in these variables when respondents were grouped according to selected demographic characteristics. A descriptive-correlational research design was employed involving Science teachers as respondents. Data were analyzed using frequency, percentage, weighted mean, standard deviation, correlation analysis, and tests of significant difference. The findings revealed that the respondents were predominantly female, aged 31–50 years old, with most pursuing graduate studies and representing varied lengths of teaching experience. The Science teachers demonstrated a high level of TPACK readiness across all domains and exhibited high ICT competency, particularly in basic computer operations and the utilization of educational technology tools. A significant positive relationship was found between TPACK readiness and ICT competency, indicating that stronger technological knowledge is associated with higher ICT competence. Furthermore, no significant differences were observed in TPACK readiness and ICT competency when grouped according to age, highest educational attainment, and length of teaching experience, while sex showed significant differences only in pedagogical knowledge and pedagogical content knowledge. Based on these findings, a Contextualized Teacher Training Program was developed to strengthen teachers' technological, pedagogical, and content knowledge, enhance ICT competencies, promote technology-integrated instruction, and support inclusive, learner-centered teaching practices. The study concludes that continuous, needs-based professional development is essential in sustaining Science teachers' readiness to integrate technology effectively and improve the quality of Science instruction.