Technological pedagogical and content knowledge of secondary mathematics teachers in Eastern Samar division

Abstract

Today’s instructional strategies are influenced by teachers’ technological pedagogical content knowledge (TPACK). While several TPACK studies have been conducted in urban and mixed-subject contexts, limited research has focused specifically on secondary mathematics teachers in geographically distinct divisions such as Eastern Samar, Philippines. Addressing this gap, this study examined the TPACK of 89 secondary mathematics teachers in the Southern part of Eastern Samar division, Philippines. Using descriptive-comparative research design, data was collected through an adopted survey questionnaire and analyzed using frequency, percentage, mean, and standard deviation for the descriptive part. Independent samples t-test and analysis of variance (ANOVA) were employed at a 5% significance level to determine group differences. Results revealed that respondents demonstrated proficient TPACK overall. No significant differences were found when grouped by sex, age, specialization, teaching position, and length of teaching experience. However, significant differences emerged based on educational attainment and number of TPACK-related trainings attended. These results highlight the critical function of continuous professional learning in strengthening teachers’ TPACK within the Eastern Samar context. Findings suggest sustained, structured support from Department of Education Eastern Samar division to strengthen mathematics teachers’ TPACK through professional development programs.