Teachers’ self-efficacy and patterns of TPACK regarding computational thinking in Flemish secondary education: a cluster analysis

The authors validate a Dutch version of the Computational Thinking – Technological Pedagogical Content Knowledge (CT-TPACK) survey among Flemish secondary school teachers and identify teacher profiles based on their self-efficacy in teaching computational thinking (CT). Using confirmatory factor analysis and cluster analysis with 234 participants, the study examines how teachers’ self-perceived competencies align across the seven TPACK dimensions. Findings show significant differences by subject background, but not by gender or teaching experience, suggesting that professional development should be tailored to disciplinary contexts. Three distinct teacher profiles emerged, reflecting varying levels of confidence and competence in integrating CT. The study underscores the need for targeted professional development programmes that address gaps in technological and content knowledge, particularly for non-STEM teachers and highlights the importance of ongoing, context-sensitive professional learning to prepare educators for technology-driven education.