August 22, 2025Open Access

Exploring the Relationship Between Technological Pedagogical and Content Knowledge (TPACK) and Teachers’ Performance in the Classroom

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Discussion

Descriptive-correlational analysis reveals TPACK does not significantly influence classroom performance of social studies teachers.

Teachers demonstrated good levels of technological pedagogical and content knowledge (TPACK) overall, indicating proficiency in integrating these elements.
Performance ratings reflected effectiveness in classroom management and student engagement, contributing to positive teaching assessments.
The study utilized adapted questionnaires and evaluation ratings, focusing on social studies teachers in a rural district in Bukidnon during 2024-2025.
Findings highlight the lack of a significant relationship between TPACK and teachers' classroom performance, indicating further qualitative exploration is needed.

Dabon et al. (2025) studied this question.

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