Abstract
This study assessed the competence of Technical-Vocational Education (TVE) teachers in Technological, Pedagogical, and Content Knowledge (TPACK) to develop a Professional Development Program (PDP) conducted across four Schools Division Offices (SDOs) in the Province of Isabela. Two hundred one (201) teacher-respondents and sixty-six (66) school head-respondents were chosen using the Cochran algorithm, resulting in a 95% confidence level and a 5% margin of error. Frequency and percentage, weighted mean and Kruskal-Wallis and Mann-Whitney U test were used to determine the profile of the respondents, measure the competence of teachers and school heads and determine if there were significant differences on TVE teachers’ competence and TPACK when assessed by the teachers themselves and the school heads. Findings revealed that TVL teachers and school heads consistently align in assessing strong pedagogical competence, highlighting effective instructional strategies, classroom management, and learner engagement. However, improvements are necessary in technological knowledge (TK), technological content knowledge (TCK), and overall TPACK to integrate technology effectively into instruction and to meet the modern educational standards. Furthermore, a significant difference was observed in the domains of pedagogical knowledge and technological pedagogical knowledge. Hence, the study recommends a professional development program on integrating technology into teaching. The proposed PDP aims to enhance TVE teachers’ TPACK competence, equipping them to meet 21st-century challenges and improve the overall quality of technical-vocational education.
