A Moderation Analysis of the Secondary English Teachers’ Profile on the Relationship Between their Technological-Pedagogical-Content Knowledge and Virtual Instructional Strategies in the Division of Olongapo City
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 36, Issue 1
Abstract
This research study aimed to investigate the relationship between teachers' Technological Pedagogical Content Knowledge (TPACK) and their utilization of virtual instructional strategies in teaching secondary English classes online. Additionally, the study explored the impact of demographic factors on teachers' TPACK and virtual strategies. The findings provide insights into the characteristics of the respondents, their TPACK levels, virtual instructional strategies employed, and the relationships among these variables. The profile analysis of the respondents revealed that the majority were in the age group of 24-35, with male teachers representing 17% and female teachers accounting for 83% of the sample. Furthermore, most of the participants were junior high school teachers, with varying years of service and professional development training. The assessment of teachers' TPACK indicated that participants had high levels of competence in technological, pedagogical, and content knowledge. Technological knowledge was rated as competent overall, with the frequent use of technology at work being the most prominent indicator. Pedagogical knowledge was highly competent across all indicators, with the ability to assess student performance receiving the highest rating. Content knowledge was also highly competent, with teachers demonstrating sufficient knowledge about English and various strategies for developing their understanding. Regarding virtual instructional strategies, the teachers displayed high competence in competencies and objective strategies, motivating students, presenting instructional content, lesson structure and pacing, activities and materials, questioning, and grouping. These findings suggest that teachers possess the necessary skills to effectively employ virtual instructional strategies in an online teaching environment. Correlational analyses revealed significant positive relationships between TPACK and virtual instructional strategies. Technological knowledge, content knowledge, and pedagogical knowledge were positively associated with the utilization of virtual instructional strategies. This suggests that teachers who possess higher levels of TPACK are more likely to effectively implement virtual strategies in their online classes. However, the study found no significant relationships between teachers' demographic profiles (age, sex, years in service, and training attended) and their TPACK or virtual instructional strategies. This indicates that regardless of demographic factors, teachers can effectively utilize virtual strategies if they have a strong foundation in TPACK. In conclusion, this research study highlights the importance of TPACK in the effective use of virtual instructional strategies for teaching secondary English online. Teachers who possess higher levels of TPACK are more likely to employ virtual strategies successfully. These findings have implications for teacher training programs, emphasizing the need to develop teachers' TPACK competencies to enhance their virtual teaching practices.
Authors and Affiliations
Rudy Esposo , Ramsey Ferrer
Keywords
Related Articles
- EP ID EP767995
- DOI 10.70838/pemj.360102
- Views 9
- Downloads 0
Problems in Reading Comprehension among Bachelor of Arts in English Language Studies Students at Mindanao State University-Sulu
Descriptive quantitative research is used in this study to ascertain the extent of problems in reading comprehension encountered by Mindanao State University-Sulu students pursuing a bachelor's degree in Bachelor of Arts...
Needs Analysis of Teachers Development on Selected Public Elementary Schools in Antipolo City: Basis for a Proposed Training Program
This study aimed to determine/analyze the teachers' development in the selected elementary schools in Antipolo City, which served as inputs for a proposed training program during the school year 2024-2025. Regarding the...
Beyond Ethnicity: Lived Experiences of Mathematics Teachers Teaching in Recognized Indigenous People’s Schools
It can be acknowledged that IPED educators may have distinct experiences being assigned to far-flung IP communities. An interest in exploring the real-world experiences of mathematics teachers teaching in IP-implementing...
Understanding Group Cohesion and Teamwork Among College Students in Online Learning
The shift from face-to-face to online mode of learning has impacted student's teamwork. Existing studies show its relevance mostly to sports, medical fields, organizations, and the workplace but limited to academic setti...
Professional Well-Being of Language Teachers: A Mixed Method
The study aimed to describe the professional well-being of high school language teachers in Kapalong East and West districts. This study engaged mixed method design, utilizing parallel convergent approach. The participan...