Perceived Teacher Competence in TPACK, Technology Acceptance and Instructional Practices Among English Teachers: Basis for a Digital Learning Toolkit
DOI:
https://doi.org/10.5281/zenodo.22178955Keywords:
TPACK, technology acceptance model, digital integration, English language teaching, instructional practices, digital learning toolkitAbstract
This study examined perceived teacher competence in Technological Pedagogical Content Knowledge (TPACK), technology acceptance, and technology-integrated instructional practices among public secondary school English teachers in Mabinay, Manjuyod, Bindoy, Ayungon, and Tayasan, Negros Oriental, as the empirical basis for a contextualized Digital Learning Toolkit. A quantitative descriptive-correlational design was employed. The study targeted 64 English teachers through a total-enumeration approach and obtained 51 usable responses. Data were collected using an expert-validated, five-point Likert-scale instrument adapted to the English-language teaching context and were analyzed using frequency, percentage, weighted mean, standard deviation, independent-samples t test, one-way ANOVA, and Pearson product-moment correlation. Results showed high overall TPACK competence (M = 3.98, SD = 0.86), with Pedagogical Knowledge highest (M = 4.16) and Technological Knowledge lowest (M = 3.84). Technology acceptance was strongest for Perceived Usefulness (M = 4.34) and Attitude Toward Using (M = 4.26). Multimedia integration was high (M = 4.10), whereas LMS management (M = 3.24), interactive and gamified tools (M = 3.12), and collaborative writing and communication tools (M = 3.16) were moderate. TPACK and technology acceptance were strongly related (r = .840, p < .01), and both were positively related to instructional practices. Pedagogical Knowledge was the strongest TPACK correlate of instructional practices (r = .538, p < .01), while Perceived Ease of Use was the strongest TAM correlate (r = .524, p < .01). No significant differences in TPACK or technology acceptance were found across the examined profile variables. The findings support a Digital Learning Toolkit emphasizing practical LMS use, interactive and gamified English activities, collaborative writing and communication, and classroom-focused technology integration.
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