Educators' Perceptions of Technological, Pedagogical, And Content Knowledge: Exploring Innovation in Teaching and Learning in Philippine TVET And Heis in Region 10

Abstract

This quantitative study investigated educators’ perceptions of technological (TK), pedagogical (PK), and content knowledge (CK), and their integrated Technological Pedagogical Content Knowledge (TPACK), among DepEd, TESDA, and HEI respondents in Philippine TVET and higher education institutions in Region 10. Using validated 5-item Likert scales with acceptable to excellent internal consistency via Cronbach’s alpha, the study first examined differences in TK, CK, PK, and TPACK levels across institutional groups via nonparametric group-difference tests, and then explored the relationships among these domains using Spearman’s rank-order correlations. Findings showed that participants across DepEd, TESDA, and HEIs reported consistently high to very high levels of TK, CK, PK, and holistic TPACK, indicating that educators strongly value and actively practice the integration of technology, pedagogy, and content knowledge in teaching and learning. Where group differences emerged, TESDA and HEI respondents tended to report slightly higher self-ratings on selected TK, PK, and TPACK items, although the overall pattern pointed to more similarity than contrast in perceived competencies across sectors. Correlation analyses further revealed significant small-to-moderate positive associations between specific TK and PK indicators and key TPACK outcomes, suggesting that educators who are more technologically adept, pedagogically versatile, and reflective are also more likely to value TPACK and engage in TPACK-based innovative practices. The combined use of group-difference tests and correlational analysis provided a coherent and complementary picture: educators in Region 10 TVET and HEIs are generally TPACK-ready, and nuanced variations in TK, CK, and PK are meaningfully linked to how strongly they enact innovation-oriented TPACK in their institutions.