Luzon, B., & Cubillas, T. (2022). Technological, pedagogical, and content knowledge of intermediate grade teachers in public schools: Influence on work and academic performance. International Journal of Scientific and Research Publications (IJSRP), 12, 293-299. http://dx.doi.org/10.29322/IJSRP.12.01.2022.p12138

Abstract:

“The main goal of the study is to explore the possible influence of technological, pedagogical, and content knowledge of teachers on their work and learners’ performance. It involved intermediate-grade English language teachers in the public elementary schools. This study looked into the level of the technological, pedagogical, and content knowledge of the teachers, their level of work performance, and the level of learners’ academic performance in English. The study used a probability sampling; simple random in particular. There were 220 teachers from the public elementary schools who participated in the study. The study revealed that the teachers’ level of technological, pedagogical, and content knowledge is very extensive. In terms of the level of teachers’ performance based on their IPCRF ratings, majority of the them have very satisfactory performance. Meanwhile, the level of the learners’ academic performance in English reveals that majority of them have satisfactory performance. The teachers’ level of technological knowledge is significantly correlated with the pedagogical, and content knowledge which indicates that there is an association among the three types of knowledge. Also, the teachers’ level of technological, pedagogical, and content knowledge does not significantly influence their work performance and their learners’ performance. Based on the findings, a capability-building program was crafted with the primary goal that is to improve the level of knowledge of teachers on the advancements of technology in and for learning, innovations of instructional approaches, strategies, and techniques, and development of content through research-based information and knowledge.”