Technological, Pedagogical, and Content Knowledge of Physical Education Teachers in Selected Private Junior High Schools

Abstract

Aims: This assessed the technological pedagogical and content knowledge (TPACK) level of Physical Education (PE) teachers relative to educational attainment and years of teaching. Likewise, it investigated the relationship between the demographics and the teachers’ technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). Also, it associated between the demographics and technological content knowledge (TCK), technological pedagogical knowledge (TPK), and pedagogical content knowledge (PCK). Lastly, it correlated the demographics and their TPACK. Study Design: It utilized the quantitative design particularly the descriptive-correlational approach. Place and Duration of Study: It was conducted among the selected private junior high school PE teachers in a highly urbanized city. Methodology: The instrument used to measure the teachers’ TPACK was a 35-item validated and reliability tested researcher-made questionnaire. It was responded using strongly agree to strongly disagree. In data analysis, mean and standard deviation analyzed the teachers’ TPACK. Meanwhile, Spearman rank correlation was used for the inferential problems. Results: Generally, they have a high level of TPACK (M=3.68, SD=0.42). In educational attainment, bachelor’s degree (M=3.48, SD=0.43), masteral units (M=3.79, SD=0.36), and master’s degree (M=4.00, SD=0.00) rated high. Regarding the years of teaching, those 6 years and below (M=3.63, SD=0.45) and 7 years and above (M=3.78, SD=0.29) rated high. Meanwhile, there was no relationship between TK and educational attainment [rs(38)=0.288, p=0.071], and years of teaching [rs(38)=0.007, p=0.965]. Also, there was no relationship between PK and educational attainment [rs(38)=0.218, p=0.176] and years of teaching [rs(38)=0.092, p=0.574]. Moreover, there was no relationship between CK and educational attainment [rs(38)=0.255, p=0.112] and years of teaching [rs(38)=0.092, p=0.571]. Furthermore, there was no relationship between the PCK and years of teaching [rs(38)=-0.033, p=0.841]. However, a correlation with educational attainment [rs(38)=0.341, p=0.031]. There was also no correlation between TCK and years of teaching [rs(38)=-0.079, p=0.626]. However, a relationship with educational attainment [rs(38)=0.473, p=0.002]. Further, there was no correlation between TPK and years of teaching [rs(38)=0.078, p=0.632]. However, a relationship with educational attainment [rs(38)=0.359, p=0.023]. Lastly, there was no correlation between TPACK and years of teaching [rs(38)=0.148, p=0.361]. However, a relationship with educational attainment [rs(38)=0.525, p=0.001]. Conclusion: The PE teachers’ TPACK underscores the significant impact of educational qualifications on teaching expertise. It highlights the profound connection between higher education, particularly postgraduate studies, and the enhancement of educators’ TPACK proficiency. The differences in TCK between bachelor's degree holders and those pursuing advanced studies emphasize the higher education’s pivotal role in refining technological skills for PE instruction. Furthermore, the study emphasizes the strong correlation between TPACK and educational qualifications, emphasizing the importance of ongoing academic pursuits in shaping effective teaching practices in PE.