The Technological Domains of TPACK as Predictors of Teacher Autonomy

The study utilized a descriptive-correlational research design to explore how different technological domains within the TPACK framework relate to teacher autonomy among junior high school and senior high school teachers at Bukidnon National School of Home Industries, Maramag, Bukidnon. The research utilized two survey instruments: the standardized TPACK questionnaire, which measures Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK), and the Teacher Autonomy Scale (TAS) by Çolak and Altınkurt (2017), which assesses autonomy. The result of the study indicated that teachers showed high technological competence across all TPACK domains, and they also reported strong perceived autonomy. Pearson-r correlation demonstrated positive relationships between the individual technological domains of TPACK and teacher autonomy. However, the multiple regression analysis indicated that individual TPACK domains did not predict autonomy, but the total technological dimension of TPACK did show a small yet significant relationship with teacher autonomy. The research shows how technological competence impacts teacher professional autonomy while supporting the development of training programs that combine digital skills education with instructional freedom development.