Technological, Pedagogical, and Content Knowledge of DepEd Teachers in Kidapawan City Division: A Convergent Parallel Mixed‑Methods Study
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Technological, Pedagogical, and Content Knowledge (TPACK) is critical for effective technology integration, yet evidence on teachers’ proficiency and factors influencing its development remains limited in local contexts. This convergent parallel mixed-methods study examined TPACK among Department of Education (DepEd) teachers in the Schools Division Office of Kidapawan City, assessing levels, demographic differences, technology-integration experiences, and quantitative-qualitative convergence. Quantitative data from 304 stratified-randomly selected teachers were analyzed using descriptive statistics, one-way analysis of variance (ANOVA), and Tukey’s HSD post hoc test, while qualitative data from 12 purposively selected participants were thematically analyzed. Results showed very high overall TPACK (M = 4.35, SD = 0.614). TK and TCK were high, while other domains were very high. Training and seminar participation significantly differed across several domains, while overall TPACK significantly differed by teaching experience. Qualitative themes included contextualized instruction, differentiated pedagogy, learner engagement, reflective adaptation, and technological limitations. Findings support continued professional development and institutional support to strengthen technological competencies.
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