Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 7 (2025)

Exploring the Relationship Between Technological Pedagogical and Content Knowledge (TPACK) and Teachers’ Performance in the Classroom

Charry Dale Dabon | Leo Jade Matalubos

Discipline: Education

 

Abstract:

This study explored the relationship between teachers' Technological Pedagogical and Content Knowledge (TPACK) and their classroom performance among Social Studies teachers in Impasugong I District, Bukidnon, during the 2024-2025 school year. It aimed to assess teachers' TPACK levels in relation to their subject areas and teaching practices, evaluate their classroom performance in terms of student engagement and learning facilitation, and determine the relationship between TPACK and teachers’ performance, including its impact on teaching effectiveness. However, there is a limited number of local studies that specifically examine the correlation between TPACK and classroom performance among Social Studies teachers in rural districts like Impasugong I, Bukidnon. A total of 187 Social Studies teachers were selected through total sampling. The study employed a descriptive-correlational research design, using adapted questionnaires from Deflin (2020) and teachers’ third-quarter classroom evaluation ratings based on the Department of Education’s (DepEd) standardized criteria. Data analysis included mean, standard deviation, and Pearson product-moment correlation. The study found that teachers had a good level of Technological Pedagogical and Content Knowledge (TPACK) across all components, including technology, pedagogy, and content. This suggests that teachers were proficient in integrating these elements into their teaching practices. Teachers’ overall classroom performance was rated as good, particularly in facilitating student learning and engagement. Their ability to manage the classroom and deliver lessons effectively contributed to this positive rating. However, the analysis revealed no significant relationship between teachers' TPACK and their classroom performance. This indicates that TPACK did not directly influence teaching effectiveness in the observed context. In this context, future researchers may conduct qualitative studies to gain deeper insights into how teachers apply TPACK in diverse learning environments.



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