Analyzing the Relationship Between the Sense of Efficacy and Technological Pedagogical Content Knowledge of Teachers

Julliena B. Morales, Wendy Lyn L. Llanes, Jaya Marie M. Cabaluna, Ruben D. Cordero Jr., Jovenil R. Bacatan


This study aimed to determine the significant relationship between teachers' sense of efficacy and technological pedagogical content knowledge (TPACK). Simple random sampling was used, which included 50 teachers as respondents. Through non-experimental quantitative descriptive-correlational research techniques, validated questionnaire, Mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), and Multiple Linear Regression, results showed that the level of sense of efficacy was very high or always manifested. It was also found that the level of TPACK was very high or always manifested. There was a significant relationship between the sense of efficacy and teachers' technological pedagogical content knowledge. This implies that teachers with a strong sense of efficacy are likelier to have a high level of TPACK. These teachers are more likely to experiment with innovative teaching methods and technologies, enhancing their TPACK. Accordingly, instructional strategies best influence teachers' technological pedagogical content knowledge; this implies that when teachers are adept at employing a variety of instructional strategies, they are better equipped to integrate technology effectively into their teaching practices.


Content knowledge; Sense of efficacy; Teachers; Technological pedagogical

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