Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development

This study aimed to explore the relationship between teachers’ technological pedagogical content knowledge (TPCK), teaching English (TEE) motivation, TEE engagement strategies, and professional development. A total of 415 valid questionnaires were collected from teachers across China, with a majority from Shaanxi Province. The data was gathered through a survey conducted online over a two-week period, with the questionnaire being translated and back-translated to ensure linguistic accuracy. Statistical analyses were performed using SPSS (version 27) and AMOS (version 24), including descriptive statistics, correlation, regression, and structural equation modeling (SEM). The findings revealed that teachers with higher levels of TPCK were more likely to exhibit increased motivation for teaching English and adopt more effective engagement strategies, which contributed to their professional development. TPCK was also found to act as a mediator between TEE motivation and TEE engagement strategies, highlighting the role of TPCK in enhancing teachers’ professional growth by improving their teaching practices. These results suggest that strengthening TPCK can positively influence both teacher motivation and engagement, leading to more effective teaching and professional advancement.