Teachers'Technological Pedagogical and Content Knowledge( TPACK) and Implementation Capacity for Distance Learning Modalities

Abstract

The primary aim of this study is to determine the teachers' Technological Pedagogical and Content Knowledge (TPACK) and their implementation capacity for distance learning. Specifically, this paper intends to design a capability-building enhancement program for basic education science teachers to implement distance learning. The study used a descriptive-correlational research design involving 35 elementary and high school science teachers from the Southwest District of Bayugan City Division. It employed frequency, percentages, a weighted mean, and Pearson's r for the data analysis. The data revealed that most science teachers had received less training in science and ICT. Compared to other TPACK domains, the participants had the lowest technological knowledge (TK) level regarding digital technologies. There is a highly significant relationship between content knowledge (CK) and the number of relevant training sessions attended in science. Moreover, the data show a highly significant positive relationship between teachers' TPACK and implementation capacity for distance learning (R=0.476, p<0.01). With the preceding information, the researcher proposed a capacity enhancement program based on the teachers' TPACK level and their ability to put it into practice in distance learning. It intends to soothe primary education teachers' level of TPACK and foster the amplification of skills that suit their diverse professional profiles.