Readiness In Blended Teaching and TPACK Competencies of Junior High School Mathematics Teachers

Given students’ technological proficiency, it is essential for teachers to be equally proficient in using technology to address learning needs and foster a technology-enhanced classroom. This is key to the study which sought to determine the readiness of mathematics teachers in blended teaching and their TPACK competencies. It also explored the relationship between these two concepts, identified issues and challenges in blended teaching, and prepared a TPACK – based toolkit. Employing a descriptive-correlational research method, the study involved 111 junior high school teachers from private schools in selected division of Batangas. Data were collected using a modified survey questionnaire. The findings indicate that teachers are highly ready in blended teaching relative to their disposition, online integration, data practices, and online interaction, though their readiness in personalizing instruction was found to be moderate. Furthermore, they are found to be highly competent across all areas of the TPACK framework. A statistically significant positive relationship was identified between their readiness in blended teaching and the overall TPACK competencies. In conclusion, they are well-prepared in blended teaching and possess the foundational competencies necessary for effective instruction in the digital age. Their higher TPACK competencies likely enhance their readiness for blended teaching. Despite preparedness, significant obstacles persist, and the proposed toolkit is expected to contribute to the success of blended teaching. Keywords: blended teaching, junior high school mathematics teachers, teaching competencies, readiness, TPACK