Navigating Complexity: Science Teachers’ Challenges and Instructional Strategies in TPACK Integration

Abstract

This study examined the challenges encountered by Junior High School science teachers in implementing Technological Pedagogical Content Knowledge (TPACK) and the strategies they employ to address these challenges within public secondary schools in the municipality of Sipocot, Philippines. Grounded in the mandates of Republic Act No. 10912 on continuing professional development, the study highlights the need for effective integration of technology, pedagogy, and content knowledge in science instruction. A qualitative descriptive design was employed, involving 63 science teachers from both implementing and non-implementing schools across coastal and upland areas. Data was gathered through interviews and was analyzed using the six-phase thematic analysis of Braun and Clarke, with both inductive and deductive coding. Results revealed five (5) major challenge themes: infrastructure and connectivity limitations, resource and device inequality, digital distractions and classroom management, insufficient training and support, and teacher workload and technical confidence. Correspondingly, five (5) key strategy themes were identified: offline and backup preparations, collaborative and peer support systems, blended and flexible teaching approaches, scaffolding and guided integration, and the use of core tools and contextualized examples. The presence of an equal number of challenge and strategy themes (5:5) suggests a direct alignment between the barriers experienced and the adaptive responses employed by teachers. Findings indicate that TPACK implementation is shaped by systemic, pedagogical, and individual factors, requiring flexible and context-sensitive approaches. Despite constraints, teachers demonstrated resilience through practical and collaborative strategies to sustain instruction. However, persistent issues in infrastructure, training, and resource access continue to limit optimal integration. The study underscores the need for targeted professional development, improved technological support, and policy-driven interventions.