TPACK-Based Instructional Material Development and Its Effectiveness Among Junior High School ICT Teachers: A Correlational Study

This study examined the relationship between junior high school ICT teachers’ proficiency under the Technological Pedagogical Content Knowledge (TPACK) framework and the effectiveness of the innovative instructional materials (IIMs) they developed, as a basis for designing an enhanced ICT education manual. Employing a quantitative correlational research design, data were gathered from 30 junior high school teachers using validated instruments that measured proficiency across seven TPACK domains and evaluated instructional material effectiveness using nine instructional design criteria. Descriptive results revealed that teachers’ proficiency in most TPACK domains—particularly Content Knowledge, Technological Knowledge, and second-level knowledge bases—fell within the Developing range (overall TPACK mean = 2.34), indicating foundational but limited integration of technology, pedagogy, and content. In contrast, the instructional materials produced were rated Excellent in effectiveness (overall mean = 4.33), demonstrating strong alignment with instructional design principles. Correlation analysis showed significant positive relationships between teacher proficiency and instructional material effectiveness (r = 0.47 to 0.84, p < .01), with Technological Knowledge and overall TPACK exhibiting the strongest associations. Regression analysis further indicated that Content Knowledge, Pedagogical Knowledge, Technological Knowledge, and Technological Pedagogical Knowledge significantly predicted instructional material effectiveness. These findings underscore the critical role of integrated teacher knowledge in developing high-quality ICT instructional resources. Beyond the local context, the study contributes empirical evidence supporting TPACK-based professional development and instructional material design as scalable strategies for improving ICT education in similar secondary school settings, particularly in resource-constrained environments.