The Technological, Pedagogical and Content Knowledge (TPACK) is a framework to effective teaching with technology. This is rooted in the constructivist paradigm which advocates the availability of educational technologies for students’ use. TPACK requires a technology-enriched instruction and curriculum and a technology-literate academic body. Descriptive-quantitative with iterative interviews was used in this study investigated the effects of gender, age, total number of years of teaching, number of years of teaching Mathematics subjects, and highest educational attainment on the in-service Mathematics educator’s TPACK and its components using independent sample t-test, ANOVA, and regression analysis. Respondents were identified by their respective school heads and deans and a total of 36 respondents were surveyed representing 67.92% of the targeted sample. Results indicated that males consistently garnered higher mean scores on all knowledge components but gender differences were only found to be significantly present on Pedagogical Knowledge (PK) and Content Knowledge (CK). Only Content Knowledge (CK), Technological-Content Knowledge (TCK) and Pedagogical Content Knowledge (PCK) were found to be significant predictors of the respondents’ TPACK. Additionally, the study found no effect of the moderator variables in most of the TPACK components
ISSN 2467-7175 (Print)
Philippine E-Journals 
