ABSTRACT

   This study was to assess the TPACK Competencies of Grade 8 Teachers of Francisco P. Felix Memorial National High School. The key participants in this study were 42 teachers currently employed at Francisco P. Felix Memorial National High School. Participation was optional, and measures were enacted to protect teachers’ privacy and confidentiality. The researcher utilized descriptive-correlation research design to analyze whether significant relationship existed between TPACK competencies of teachers. The data derived are based on the assessment of the respondents, which analyzed and interpreted. At the end of the study, the respondents’ assessments on TPACK competencies were correlated is there’s significant relationship between them. This served as the basis for professional development of teachers. significant findings of this study revealed that TPACK competencies of teachers are moderately significant while technology and content knowledge had weak correlation to each other. In conclusion, many teachers are proficient in their subject matter and pedagogy, yet they struggle to use digital tools to improve learning. Continuous professional development programs were necessary to help instructors in using technology effectively in their classrooms. Similarly, educational institutions must prioritize the provision of training and resources that enable educators to effectively incorporate technology into their classrooms.

KEYWORDS

Content Knowledge, Pedagogical Knowledge, Technological Knowledge

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