KNOWLEDGE AND COMPETENCE OF TEACHERS OF TECHNOLOGICAL, PEDAGOGICAL, CONTENT KNOWLEDGE (TPCK) CONSTRUCT

This study investigated the relationship between teachers' knowledge and competence in the Technological Pedagogical Content Knowledge (TPCK) framework within Early Childhood Education (ECE). Specifically, it examined teachers' self-reported levels of knowledge and competence in TPCK, and whether differences exist based on years of teaching experience. A descriptive-correlational research design was employed, involving 50 ECE teachers from Kapangan District, Benguet. Data were analyzed using means, ranks, the Kruskal-Wallis test, and Spearman’s rank correlation. Findings indicated that teachers perceived themselves as highly knowledgeable and competent in using technology, pedagogy, and content in their teaching practice. However, challenges remained in effectively integrating these areas. While less experienced teachers reported greater technological knowledge, no significant difference in competence was found across teaching experience levels. A moderate positive correlation was found between teachers’ knowledge and competence (ρ = 0.549, p < 0.001), but this relationship was weaker and statistically insignificant in certain aspects of TPCK (ρ = 0.175, p = 0.115). The results suggest that possessing knowledge in TPCK does not automatically translate to competence in practice. Teachers may require ongoing, targeted professional development to strengthen their ability to apply TPCK effectively in early childhood education.