Technological Pedagogical Content Knowledge and Instructional Practices of Public-School Elementary Teachers in Matina District

The study examined the relationship between technological pedagogical content knowledge and instructional practices of teachers in public elementary schools of Matina District, Davao City Division. Also, it investigated the association of the involved variables and the domains of technological pedagogical content knowledge that significantly influence the instructional practices of teachers. With the use of probability sampling, 111 public elementary teachers were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation, and Regression Analysis. Results revealed that there was a high technological pedagogical content knowledge and high instructional practices of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of technological pedagogical content knowledge were found to have a significant influence on the instructional practices of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education and school heads may work together in crafting more programs and interventions that would intensify the technological pedagogical content knowledge, which would pave the way to more effective instructional practices of teachers. Moreover, future researchers may further explore the involved variables, considering other factors and research methods.