Abstract
This study assessed the level of confidence of science teachers at Benigno S. Aquino National High School in integrating the Technological, Pedagogical, and Content Knowledge (TPACK) framework in their teaching practices. Using a quantitative descriptive research design, the study involved all 36 science teachers from junior and senior high school, 2 science department heads, and 180 students who evaluated the teachers’ performance. Data were collected with the standardized RTI International TPACK Self-Assessment Tool and analyzed using weighted mean and standard deviation across seven TPACK domains: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and overall TPACK.
Results indicated that science teachers exhibited high confidence across all domains. The strongest subdomain was Content Knowledge (CK 1: WM = 2.98, SD = 0.024), specifically in identifying content standards, while the weakest was Technological Knowledge (TK 11: WM = 2.23, SD = 0.111), particularly in troubleshooting technology issues. PK, PCK, TPK, TCK, and TPACK also reflected high confidence, suggesting teachers could combine content, pedagogy, and technology effectively but needed support in technological problem-solving.
Based on data collected from BSANHS science teachers, students, and department heads, this study developed a Teacher Sustainability Plan aimed at sustaining their best practices and improving the areas of development in TK 11. Teachers demonstrated best practices such as aligning lessons with standards, reviewing prerequisite knowledge, establishing mastery indicators, designing cognitively appropriate tasks, applying varied pedagogical strategies, purposefully integrating technology, and ensuring alignment of content, pedagogy, and technology in lesson planning. The plan employs structured planning, collaborative discussions, peer sharing, professional development, and monitoring through lesson plan reviews, classroom observations, and student assessments, ensuring consistent, standards-aligned, and technology-supported science instruction over time.
Keywords: TPACK Framework, Science Teachers, Teacher Confidence, Technology Integration, Teacher Sustainability Plan, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Quantitative Descriptive Research, RTI Tool
https://doi.org/10.65494/pinagpalapublishing.198
