A Predictive Analysis on the Technological Pedagogical and Content Knowledge of Public Elementary Teachers: A Basis for An Action Plan

Abstract

This study aimed to determine the level of Technological Pedagogical and Content Knowledge (TPACK) of elementary teachers in the Alcala East District Hillside Cluster as a basis for an action plan. Utilizing a descriptive comparative-correlational design, data were collected from 145 Kindergarten to Grade 6 teachers using a standardized TPACK questionnaire. Findings revealed that the teachers, predominantly experienced female master’s degree holders, demonstrated a high level of knowledge across most TPACK domains, including pedagogical, content, and technological-content knowledge. However, their technological-pedagogical knowledge was at a moderate level. Significant differences and relationships were found primarily in relation to the teachers' number of years in teaching and their attendance at relevant TPACK trainings, which were also identified as significant predictors of their overall TPACK. The foremost issue encountered was a lack of funding for technology integration. Based on these results, a comprehensive action plan titled "Project TARGET" (Train, Assess, Resource Guide, Engage, Transform) was developed to systematically enhance teachers' TPACK competencies through targeted professional development, resource allocation, and sustained support mechanisms.