Technological, Pedagogical and Content Knowledge of Secondary Science Teachers in Santa Maria, Ilocos Sur

This study aimed to assess the TPACK level of Science teachers in secondary schools in Santa Maria, Ilocos Sur.

Descriptive and correlation designs were utilized in the study. The respondents involved in this study were twenty-six (26) Science teachers and three hundred and seventy-four (374) grade 10 students from the different secondary schools in Santa Maria, Ilocos Sur. Data gathered were analyzed, tabulated and presented using the frequency count, percentage, weighted mean, t-test and Spearman correlation.

Findings revealed that there is a significant difference in the perceptions of the two groups of respondents on the TPACK of science teachers specifically on the Technological and Pedagogical Knowledge but not on the Content Knowledge. A significant relationship exists between the technology usage and TPACK of science teachers. Despite of the developments in technology and other related activities provided to science teachers in order to enhance their TPACK knowledge and skills, they still encounter some constraints in their teaching like the lack of know-how of the latest technologies that can be utilized in teaching, the skill to choose and employ the appropriate methodologies in their teaching and the lack of confidence of science teachers to teach some contents outside their field of specialization.

With the above-mentioned findings, it is suggested that teachers should continuously engage themselves in trainings that would enhance their skills in technology integration. They must be provided with equal opportunities to attend seminars/trainings that would develop their TPACK level. Administrators/ school heads may also provide continuous support to teachers through development programs that would enhance their Technological, Pedagogical and Content knowledge and skills.