Teachers` Attitudes Towards the TPACK Model in the Context of Improving Teaching in the Elementary School

Background/purpose. This study analyzes teachers' attitudes towards the implementation of the TPACK model in relation to technological, pedagogical, and content knowledge for improving teaching in primary schools. Specifically, the study examines the impact of teachers' age on the use of technology during teaching as an innovative approach in the classroom. The research also identifies whether the level of education of teachers plays a key role in the implementation of this methodology. Materials/methods. A quantitative research approach was conducted in 11 primary schools in the four largest cities of Kosovo. A total of 363 teachers participated in this study. A sample size determination table using the probability method (95% confidence interval and 5% error) was used to determine this sample size. Quantitative data were collected using the "Survey of Pre-service Teachers' Knowledge of Teaching and Technology," a standardized questionnaire for teachers. Results. The findings indicate that there is a low correlation between teachers and technological knowledge. Specifically, teachers showed average results for content and very high pedagogical knowledge. Additionally, the age and education level of the teachers were the main factors that hindered the implementation of the TPACK model in the classroom. Conclusion. They suggest ongoing training for elementary-level teachers so that knowledge related to the TPAC model is sustainable and constructive. At the same time, this data will contribute at both the local and central levels to the development of educational policies, the revision of the curriculum, and the design of training programs. The weak school infrastructure, the lack of school digitalization, and insufficient professional development are some of the challenges that hinder teachers in their efforts to improve teaching in primary schools.