TEACHERS’ PROFICIENCY ON TECHNOLOGICAL PEDAGOGICAL AND

CONTENT KNOWLEDGE (TPACK) AND THEIR PERFORMANCE

IN TAGOLOAN DISTRICT SCHOOLS

A Thesis Proposal
Presented to the
Faculty of the Graduate Studies
PHINMA-Cagayan de Oro College

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Educational Administration

JAHARA MAE M. PILAPIL, LPT

October 2022
 CERTIFICATE OF ORIGINALITY

This is to certify that I assume full responsibility over the work entitled
“TEACHERS’ PROFICIENCY ON TECHNOLOGICAL PEDAGOGICAL AND
CONTENT KNOWLEDGE (TPACK) AND TEACHERS’ PERFORMANCE OF
TAGOLOAN DISTRICT SCHOOLS” submitted as a requirement for the degree
of Master of Arts in Educational Administration at the Graduate Studies,
PHINMA-Cagayan de Oro College, that the work is my own, that this is original
except as specified in the acknowledgement, footnotes, or in the references and
that this has never been submitted to this or any other school for a degree or
other requirement.

JAHARA MAE M. PILAPIL, LPT

Printed Name and Signature of the Student
 APPROVAL SHEET

This thesis titled “TEACHERS’ PROFICIENCY ON TECHNOLOGICAL

PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) AND TEACHERS’
PERFORMANCE OF TAGOLOAN DISTRICT SCHOOLS” prepared and
submitted by Jahara Mae M. Pilapil, LPT in partial fulfillment of the requirements
of the degree of Master of Arts in Educational Administration, has been examined
and recommended for acceptance and approval for proposal defense.

GERLINDA G. CORPUZ, PhD

Adviser

PANEL MEMBERS

Approved by the Committee on Oral Examination with a rating of ___________.

Chairman

___________________ ___________________
Member Member

___________________ ___________________
Member Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Master of Arts in Educational Administration.

BRAZIEL L. ONGCACHUY, PhD

Dean
 ACKNOWLEDGEMENT

This research study owes appreciation to a number of people who

selflessly offered their time, effort, and ideas to make this study a success.

The author expresses heartfelt gratitude and appreciation to the following

individuals, without whom this research study would not have been possible.

Gerlinda D. Corpuz, PhD, the thesis adviser, for her relentless efforts in
offering advice, direction, insightful comments, and ideas in imparting beneficial
information that contributed to the study's accomplishment.

Distinguished members of the panel, for their willingness and dedication to

provide constructive comments and ideas for manuscript development.

Dr. Jonathan S Dela Pena, CESO V, Dr. Jay Pe L. Paculanan, Ma’am

Imelda C. Emano, and all other school principals and heads for permission
approval.

To my family, for their encouragement to pursue my professional

development. Also, a million thanks to my colleagues, friends, and special
someone for their unwavering support and for being a source of inspiration; and

Finally, to our Almighty God, whose presence in the face of difficulty, as

well as his never-ending supply, has given her hope and strength to complete
this masterpiece.

JMP
 TABLE OF CONTENTS

Page

TITLE PAGE i

CERTIFICATE OF ORIGINALITY

ii

ACKNOWLEDGEMENT iii

APPROVAL SHEET iv

TABLE OF CONTENTS v

LIST OF TABLES vi

LIST OF FIGURES vii

CHAPTER

1 THE PROBLEM

Introduction 1

Conceptual Framework 4

Statement of the Problem 7

Research Hypotheses 9

Significance of the Study

Scope and limitation of the Study 10

 Definition of Terms 11

2 REVIEW OF RELATED LITERATURE AND STUDIES

Thematic/ Topical Discussion 13

3 RESEARCH METHODOLOGY 25

Research Design

Research Setting 26

Respondents and Sample Procedure 29

Research Instrument

Validity of the Instrument 30

Data Gathering Procedure

System of Scoring 32

Statistical Treatment of Data 33

REFERENCES 35

APPENDICES

Appendix A Letter of Request to Study 44

Appendix B Letter and Questionnaire 45

 to the Respondents

CURRICULUM VITAE 48
 LIST OF FIGURES

FIGURE PAGE

1 The schematic presentation showing the 7

variables of the study

2 Map of the Study 28

 2

Chapter I
THE PROBLEM

INTRODUCTION

Teachers’ proficiency in technological, pedagogical, and content

knowledge is among the areas of interest with respect to learners' academic

performance on the premise that the latter can learn better if the teacher knows

well on how to use or integrate technology in the teaching-learning process. Kurt

(2018) cited that while educational officials push for the use of technology in the

teaching process, teachers have expressed a feeling of inadequacy in their ability

to teach utilizing technology that teachers are generally seen as lacking the

knowledge necessary to use technology in their classrooms successfully. These

concerns may also be true among teachers in Tagoloan District with observe

difficulty as being late in performing necessary teaching tasks (e.g.school forms

submission, demo teaching that utilizes technology).

Ertmer et al. (2012) state that the most frequently given justification for a

lack of technology implementation in the classroom is insufficient for professional

development and training. Hence, the Department of Education (DepEd) included

expansion of professional development in technology as one of their policy

recommendations. Unfortunately, despite the DepEd's attempts to assist

teachers in integrating technology into their instruction, many educators

demonstrated a resistance to change and also the unwillingness to adopt

technology. The teachers sometimes struggled to complete teacher-related task

 3

and had trouble delivering their work on time because they need the necessary

knowledge and higher level of proficiency to incorporate technology into their

teaching performance.

TPACK is a theory that was developed to explain the set of knowledge

that teachers need in order to teach their students a subject, teach effectively,

and use technology (Canada, 2022). A strategy based on TPACK is considered

as a technocentric tactic aiding instructors in developing and using integrated

and interdependent understandings of technology, pedagogy, content, and

context. (Kharbach, 2022). Furthermore, In a time where technological

proficiency is highly prized, Technology pedagogy and content knowledge

(TPACK) is crucial that teachers acquire in order to effectively teach, learn, and

use technology as it is a dynamic framework for explaining teachers’ knowledge

needed for developing, implementing, and reviewing technology-assisted

curriculum and instruction (Azhar & Hashim, 2022).

Teaching performance on the other hand plays a dynamic and critical role

in the success of the educational industry. According to Burroughs et al., (2019),

despite the fact that researchers concur that teachers are one of the most

significant school-based resources in determining students' future academic

success and lifetime outcomes, they have struggled to determine the

characteristics of a proficient teacher. Merlo, (2020) emphasized that teachers

today must constantly advance their professional skills to stay current with the

newest trends, pedagogical methods, and instructional strategies in the field of

education. Improving teacher quality becomes essential for long-term and

 4

sustainable nation building. To realize the teachers’ performance based on the

quality standards for teachers. Therefore, the way a teacher teaches subjects to

students inside and outside of the classroom demonstrates how well the teacher

can combine experience, teaching strategies, curriculum materials, knowledge,

and abilities.

The DepEd Order No. 42, s. 2017, was released by the Teacher

Education Council (TEC) on behalf of the Department of Education. The

Philippines' 2017 National Adoption and Implementation of the Teaching

Profession Standards (PPST). In order to ensure educators' lifelong learning—

which is described as the systematic acquisition and improvement of knowledge,

skills, and attitudes—and to advance their careers, the new Philippine

Professional Standards for Teachers were developed and put into action. The

National Competency-Based Teacher Standards (NCBTS), from which the

Professional Practice Standards for Teachers (PPST) were derived, were

updated to make them even more adaptable to the changing needs of 21st-

century learners who are imaginative, critical thinkers, eager to collaborate and

communicate across various platforms, knowledgeable in information,

technology, and media, and flexible (Gepila, 2020).

As global competition and standards of education have increased,

teachers have been compelled to consistently enhance their performance

(Ganga et al., 2019). The Department of Education encouraged Filipino teachers

to apply their knowledge to the teaching-learning process in public schools by

using the Individual Performance Commitment Rating Form (IPCRF) for them
 5

(Lagrisola, 2019). According to DepEd Order 2, S. 2015 - The Strategic

Performance Management System, or SPMS, of the Civil Service Commission

(CSC), as implemented by the Department of Education (DepEd), will be applied

in accordance with the Department's (DepEd) Guidelines on the implementation

and establishment of the Results-Based Performance Management System

(RPMS). The policies lay out the steps to take in setting performance goals,

monitoring them, assessing them, and making plans for the future. The DepEd

ensures that work activities are focused on accomplishing its vision, mission,

values, and strategic priorities for offering Filipino students top-notch educational

services by using the RPMS.

Overall, there are an increasing amount of new technologies entering the

market, yet there aren't many opportunities for primary school teachers to receive

regular training. It has never been more crucial for schools to determine the level

of TPACK proficiency among teachers and their performance due to the ongoing

push to surpass goals. The researcher is one of the teachers in Tagoloan district

who would like to determine the teachers’ level of proficiency on technological,

pedagogical, and content knowledge in relation to their teaching performance.

The study's findings will serve as a benchmark for determining how teachers'

self-efficacy on TPACK correlates their teaching performance for effective

classroom instruction.

CONCEPTUAL FRAMEWORK
 6

This study will examine the relationship of the teachers’ proficiency

on TPACK and performance. It is believed that proficiency on TPACK may

contribute to teachers’ performance. The proficiency and application of TPACK

must be considered in its wider context because educators need specific

professional knowledge to use and integrate digital technology. Teachers will

understand how their teaching performance is impacted by how students learn

using digital tools.

Figure 1 represents the interplay of the independent variable which is the

teachers’ Proficiency on Technological Pedagogical Content Knowledge

(TPACK) and the dependent variable is the Teaching Performance during the 1st

quarter of S.Y. 2022-2023. The first frame is the independent variable. The

teachers’ proficiency on technological pedagogical content knowledge (TPACK):

(a) technological knowledge; (b) pedagogical knowledge; and (c) content

knowledge.

The second frame is the dependent variable. The dependent variable

will dwell on the teachers’ performance based on DO 42 s. 2017 in terms of: (a)

content knowledge and pedagogy; (b) learning environment; (c ) diversity of

learners; (d) curriculum and planning, (e) assessment and reporting; (f)

community linkages, and (g) professional engagement,personal growth and

professional development. These variables are correlational since the study

seeks to find the significant relationship between teachers’ proficiency on

technological pedagogical content knowledge (TPACK) and teachers’

 7

performance. Furthermore, the research conceptual framework is framed based

on the theory, concepts, and related research.

In this study it is undertaken that the higher the claims on the teachers'

proficiency on technological pedagogical content knowledge the higher the

teachers’ performance. In connection with this, when the teachers’ level of

proficiency on TPACK is increased ,the higher the level of teachers’

performance in terms of effectiveness and efficacy. At the same time if the

teachers are equipped with professional technological knowledge and skills in

his/her classroom instruction it will also strike a significance on the learner’s

motivation and engagement. It will lift the students’ academic performance and

competency to improve. Furthermore, if teachers are more involved in interacting

and working online via audio, video conferencing, and electronic groups, learners

are more likely to be skilled in executing the task involving online video

conferencing. On the other hand, one cannot give what he/she does not have. In

the same manner, a teacher cannot teach what he/she does not know. Lastly, it

can be seen that teachers’ TPACK proficiency really affects performance.

 8

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Teachers’ Proficiency Teaching Performance

(DO 42 s. 2017)

●Technological Knowledge ●Content Knowledge and

●Pedagogical Knowledge Pedagogy

●Content Knowledge ●Learning Environment

●Diversity of Learners
●Curriculum and Planning
●Assessment and Reporting
●Community Linkages
● Professional Engagement,
Personal Growth and
Professional Development

Figure 2. The schematic presentation showing the interplay between the independent and dependent
variables of the study
 9

STATEMENT OF THE PROBLEM

This study aims to determine the self-efficacy on teachers’ technological

pedagogical and content knowledge (TPACK) and performance.

Specifically, this study seeks to answer the following research questions:

1. What is the respondents’ level of proficiency in terms of:

1.1 Technological Knowledge

1.2 Pedagogical Knowledge

1.3 Content Knowledge

2. What is the respondents’ level of performance on the following domains:

2.1 Content Knowledge and Pedagogy

2.2 Learning Environment

2.3 Diversity of Learners

2.4 Curriculum and Planning

2.5 Assessment and Reporting

2.6 Community Linkages

 10

2.7 Professional Engagement, Personal Growth and Professional

Development

3. Is there significant relationship between the respondents’ level of proficiency

on technological pedagogical and content knowledge (TPACK) and their

performance?

HYPOTHESIS

Problems 1 and 2 are hypothesis-free. Based on preceding problems, the

null hypothesis will be tested at 0.05 level of significance.

Ho1: There is no significant relationship between the respondents’

perception on proficiency on technological pedagogical and content knowledge

(TPACK) and their performance.

SIGNIFICANCE OF THE STUDY

The researcher believes that the following individuals or group of

individuals would be benefited from this study:

School Administrator and School Heads- the findings of this study will be used

to improve school advancement programs such as monitoring and evaluating the

teachers’ performance in terms of technological, pedagogical, and content

knowledge. This may help in improving the teachers’ proficiency in their

profession.
 11

Teachers- The study's findings will give them information that will help them

improve their teaching methods and strategies. This study will broaden teachers'

understanding in dealing with essential areas in teaching and can boost teachers'

empowerment by demonstrating technological, pedagogical, and content

knowledge and skills.

Students- The findings of this study will give valuable information and insights to

students to eye awareness on teachers’ proficiency.

Parents and the Community- the result of the study will support parents and the

community to be involved in promoting technological, pedagogical, and content

knowledge of the teachers; thus, enhancing the academic performance of the

children.

SCOPE AND LIMITATIONS OF THE STUDY

This study focuses on finding out the proficiency level of teachers on

technological pedagogical and content knowledge (TPACK) and performance.

The study will be conducted in Tagoloan District’s Schools, Misamis Oriental

during school year 2022-2023. All teachers in eleven public elementary schools

in the municipality will be conducted as respondents. These schools are as

follows: Maribojoc Integrated School, Natumolan Elementary School, Mohon

Elementary School, Tagoloan Central School, Casinglot Elementary School,

Gracia Elementary School, Baluarte Elementary School, Sta. Ana Elementary

 12

School, Sta. Cruz Elementary School, And Rosario Elementary School.

Furthermore, the study will include variables such as: (a) technological

knowledge, (b) pedagogical knowledge, (c) content knowledge under the

TPACK. And for the teaching performance, the only areas to be explored are: (a)

content knowledge and pedagogy, (b) learning environment, (c) diversity of

learners, (d) curriculum and planning, (e) assessment and reporting, (f)

community linkages, and (g) professional engagement, personal growth and

professional development. A survey will be conducted to 200 teacher-

respondents regardless of the demography.

DEFINITION OF TERMS

The following terms are defined conceptually and operationally in the

context to better understand the study

Assessment and Reporting relates to the procedures teachers employ to

monitor, evaluate, record, and report on the needs, development, and

accomplishments of their students' learning.

Community Linkages focuses on the premise that learning experiences in the

classroom are meaningfully connected to students' experiences and goals in their

homes and communities.

 13

Content Knowledge this refers to the body of knowledge that teachers need to

possess in order to be effective, including facts, theories, concepts, ideas, and

terminology.

Curriculum and Planning focuses on teachers' knowledge of and engagement

with local and national curricular needs.

Diversity of Learners focuses on the role of teachers in creating inclusive

learning environments that take into account the diversity of their students.

Learning Environment emphasizes the importance of teachers creating

supportive, safe, fair, and safe learning environments in order to encourage

learner responsibility and accomplishment.

Personal Growth and Professional Development means preserving attributes

that sustain the dignity of teaching, such as a caring attitude, respect, and

honesty, it highlights teachers correct and high personal regard for the

profession.

Teaching Performance is a collection of attitudes and actions that lead to

learning in students and evaluating a teacher's performance is based on how

much the students learn. In this study, the Individual Performance Commitment

and Review Form or IPCRF is a tool used assess the teachers’ job performance

over the period of a year.

Technological Knowledge an understanding of the function and operation of

currently available technology and applications on that technology.

 14

Pedagogical Knowledge refers to the particular knowledge that teachers need

to have in order to provide all students with successful teaching and learning

environments.

TPACK an acronym that stands for Technological Pedagogical Content

Knowledge. It is a theory that was developed to describe the body of knowledge

that teachers need to teach their students a subject, do it effectively, and

integrate technology.
 15

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

After the extensive and in-depth search, this chapter discusses the

relevant literature and studies that the researcher looked at when determining the

significance of the current study.

Teachers’ Proficiency

Professional independence in the use of skills essential to the

teaching and learning process is a trait of proficient teachers. To succeed in their

professions, teachers need a range of abilities, knowledge, and training (Silver,

2018). They offer targeted instruction that complies with curriculum and

evaluation standards. They exhibit abilities in program development, execution,

and management as well. According to study from the Economic Policy Institute,

effective teachers are the single most important element that influences students'

academic success in the classroom, outweighing the importance of buildings,

school resources, and even school leadership (Gagnon, 2019).

Technological Pedagogical and Content Knowledge (TPACK)

The TPACK framework emphasizes the knowledge types that

reside at the intersections of the three main forms: Pedagogical Content

 16

Knowledge (PCK), Technological Content Knowledge (TCK), Technological

Pedagogical Knowledge (TPK).

Content knowledge is the body of information and knowledge that

teachers instruct in a particular topic or content area, such as English language,

mathematics, science, arts or social studies, and that students are expected to

learn (EdGlossary, 2016). It is also defined as “the concepts, principles,

relationships, processes, and applications a student should know within a given

academic subject or course, appropriate for his/her and organization of the

knowledge. In addition, content knowledge for teaching is the knowledge used in

recognizing, understanding and responding to the content problems encountered

in subject-matter teaching (HigherEdDrive, 2016). Teaching is content intensive

work that requires teachers to solve a multitude of content problems as they

engage in the day-to-day and moment-to-moment work of teaching a subject.

Pedagogical Knowledge (PK) is the specialized knowledge that

teachers need to have in order to provide effective teaching and learning

environments for all students is referred to as pedagogical knowledge (Guerriero,

2022). It is widely accepted that a high level of pedagogical knowledge is

essential for competent teaching. Among other things, teachers cover the

overarching ideals, values, and purposes of education. This type of general

knowledge is applicable to lesson design, student assessment, and general

classroom management techniques. Additionally, teachers who reported

employing active-learning techniques demonstrated understanding of learning

concepts, practical understanding of teaching techniques and behaviors, and

 17

understanding of classroom management (Auerbach & Andrews, 2018). Their in-

depth understanding of pedagogy leads them to believe that active-learning

education calls for much more than just the topic knowledge acquired through

discipline-specific training. According to Smith, (2019), excellent subject-matter

knowledge is great, but it is only one component of the pedagogical (or

andragogical) expertise required for effective instruction. Therefore, regardless of

the subject or teaching environment, effective teaching necessitates pedagogical

expertise. And it can be said that general pedagogical knowledge serves as a

foundation for instruction that is shared by educators from a variety of academic

fields and levels (Ulferts, 2019).

Technological Knowledge (TK) technology is becoming a significant

part of students' life outside of the classroom, and it can even assist students

better understand difficult subjects or promote peer collaboration (Kurt, 2018).

Due to these advantages, modern educational theory advises that teachers use

some sort of technology into their classes. Perhaps technological capability, or

knowledge (a synthesis of understanding that, how, why, and when) of and in a

technology environment, is a better way to describe what is commonly referred to

as technological knowledge (Buckley et al., 2019). Technological knowledge

means a person's comprehension of how currently accessible technology

functions and how programs using that technology operate, for instance, their

ability to use a tablet, download an app, and share a screenshot of something

they created in that app (Yu & Golden, 2018). Understanding specific

approaches to using technology, including its tools and resources, can be applied
 18

to any technological tools and resources. This involves having a comprehensive

enough grasp of information technology to use it effectively both at work and in

daily life, being able to tell when information technology can help or hinder the

fulfillment of a goal and being able to constantly adapt to changes in information

technology. Additionally, technological knowledge encompasses a variety of

tools, from low-tech ones like pencil and paper to digital ones like the Internet,

digital video, interactive whiteboards, and software applications (Baran et al.,

2016).

Teachers’ Performance

Employees are the most important aspect in achieving superior

organizational improvement and productivity (Khan et al. 2019). Therefore,

employees are regarded as the most valuable resources in any institutions.

Employees at organizations like schools, on the other hand, require their capacity

to improve the department's performance (Ghayas, 2015). Correspondingly, the

instructors are responsible for the school's improvement. Without a doubt,

teachers are regarded as the backbone of the educational system, and their

failure can have a negative impact on students' overall performance.

The term "teaching performance" refers to the way a teacher

conducts himself in a classroom setting to effectively carry out any tasks or

assignments that have been given to them. No matter what policies are set forth,

it is the teacher's performance that has the greatest impact on the educational
 19

process because it is ultimately the teacher who must interpret and put these

policies into practice through the teaching and learning process. (Azeem et al.,

2019). The performance of teachers is one of the most important factors in

ensuring educational quality. (Regional Conference on Higher Education of Latin

America and the Caribbean [CRES], 2018)

According to Escribano (2018) as cited by (Medina et al., 2020),

teaching performance, as a human factor, is critical in attaining a professional

practice in response to societal and temporal demands. It oversees promoting

the responsibility for effective training and learning that serve the professional

stage and personal development. In this aspect, teacher performance standards

serve as a significant reference for the work carried out in the classroom.

Moreover, evidence demonstrate indisputably that effective

instructors are critical to increasing student accomplishment, i.e., quality learning

is dependent on great teaching. As a result, improving teacher quality becomes

critical for long-term and sustainable country building ( 仁, n.d.). Through quality

teachers, the Philippines can develop holistic learners who are steeped in values,

equipped with 21st century skills, and able to propel the country to development

and progress. This is in consonance with the Department of Education vision of

producing: “Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute

meaningfully to building the nation” (DepED Order No. 36, s. 2013).

 20

Teacher Quality in the Philippines

In several studies, the terms teacher quality and teacher

effectiveness are used interchangeably. Teacher quality is a crucial factor for

placement and career planning in the majority of situations, but it is highly

contentious because of the metrics used to measure it (Alviz, 2019).

Internationally, standards are used as the foundation of teacher quality and are

seen as of the utmost importance for long-term and sustainable nation-building.

The cornerstones in the Philippines upon which successful national

education ultimately depends are teaching qualities, character, qualifications, and

professional skills. From this point forward, it is crucial to make the most of

teachers' increased skill to better reform and impact society at large as well as

the lives of their students (Gepila, 2020). The Philippine Professional Standards

for Teachers (PPST), a new framework that was taken from its prior paradigm,

the National Competency-Based Teacher Standards (NCBTS), has been

established and nationally validated. Maria Leonor Briones, secretary of the

Department of Education (DepEd), signed DepEd Order No. 42, s. 2017, making

this official policy. Through clearly defined domains, strands, and indicators that

offer measurements of professional growth, competent practice, and successful

engagement across teachers' career stages, the PPST clarifies what qualities

make up an effective teacher (Lacayanga, 2019).

 21

With the clamor for increased teacher quality, the Philippine

Professional Standards for Teachers (PPST) defines teacher quality in the

Philippines and describes the expectations of teachers’ increasing levels of

knowledge, practice, professional engagement, and well-defined career stages.

This set of standards emphasizes the knowledge, skills, and values that

educators must possess in order to be competent, improve student learning

outcomes, and ultimately provide high-quality instruction (Llego, 2017).

As stated in DO No. 42, s. 2017, in order to guarantee that teachers

are adequately prepared to administer the Kto12 Program, the PPST "must be

used as the basis for all learning and development programs for teachers" and

teacher performance evaluations should be aligned to the PPST. Further, the

PPST can also be used to select and promote teachers (DepEd-Tambayan,

2022). PPST has four career stages, namely, Beginning, Proficient, Highly

Proficient, and Distinguished.

In addition, PPST features a domain named Content Knowledge

and Pedagogy. This is the fundamental concept of the Kto12 Program and tells

teachers that, among other things, in order to be regarded as competent

educators, they must know what to teach and how to teach it. Furthermore,

Rural, (2021) said that the policy has seven domains, and these are as follows:

(a) Domain 1 –Content Knowledge and Pedagogy; (b) Domain 2 – Learning

Environment; (c) Domain 3 – Diversity of Learners; (d) Domain 4 – Curriculum

and Planning; (e) Domain 5 – Assessment and Reporting; (f) Domain 6 –

Community Linkages and Professional Engagement; and (g) Domain 7 –

 22

Personal Growth and Professional Development. And a total of 37 strands, or

more specific aspects of teacher practices, are included in the 7 Domains (DO

No. 42, s. 2017).

Domain no.1, Content Knowledge and Pedagogy, is composed of

seven strands: (i) Content knowledge and its application within and across

curriculum areas; (ii) Research-based knowledge and principles of teaching and

learning; (iii) Positive use of ICT; (iv) Strategies for promoting literacy and

numeracy; (v) Strategies for developing creative and critical thinking, as well as

other higher-order thinking skills; (vi) Mother Tongue, Filipino and English in

teaching and learning; and (vii) Classroom communication strategies.

Domain no.2, Learning Environment, consists of six strands: (i) Learner

safety and security; (ii) Fair learning environment; (iii) Management of classroom

structure and activities; (iv) Support for learner participation; (v) Promotion of

purposive learning; and (vi) Management of learner behavior.

Domain no.3, Diversity of Learners, consists of five strands: (i)

Learners’ gender, needs, strengths, interests and experiences; (ii) Learners’

linguistic, cultural, socio-economic and religious backgrounds; (iii) Learners with

disabilities, giftedness and talents; (iv) Learners in difficult circumstances; and (v)

Learners from indigenous groups.

Domain no.4, Curriculum and Planning, includes five strands: (i)

Planning and management of teaching and learning process; (ii) Learning

outcomes aligned with learning competencies; (iii) Relevance and

 23

responsiveness of learning programs; (iv) Professional collaboration to enrich

teaching practice; and (v) Teaching and learning resources including ICT.

Domain no.5, Assessment and Reporting, is composed of five strands:

(i) Design, selection, organization and utilization of assessment strategies; (ii)

Monitoring and evaluation of learner progress and achievement; (iii) Feedback to

improve learning; (iv) Communication of learner needs, progress and

achievement to key stakeholders; and (v) Utilization of assessment data to

promote teaching and learning programs and practices.

Domain no.6, Community Linkages and Professional Engagement,

consists of four strands: (i) Establishment of learning environments that are

responsive to community contexts; (ii) Engagement of parents and the wider

school community in the educative process; (iii) Professional ethics; and (iv)

School policies and procedures.

Domain no.7, Personal Growth and Professional Development,

contains five strands: (i) Philosophy of teaching; (ii) Dignity of teaching as a

profession; (iii) Professional links with colleagues; (iv) Professional reflection and

learning to improve practice; and (v) Professional development goals.

Public school teachers’ accomplishment and performance were

rated using an assessment tool called Individual Performance Commitment and

Review Form (IPCRF) (Lagura & Yango, 2021). The Individual Performance

Commitment Review Form (IPCRF) was introduced to DepEd in 2015. It is a

general plan of task that should be written before the start of classes, put into
 24

practice before the school year, and evaluated at the conclusion of the school

year. This is a method for rating the effectiveness of teachers. The purpose of

DepEd Order 2, s. 2015 - Guidelines for the Department of Education's Results-

Based Performance Management System (RPMS) Establishment and

Implementation is to provide detailed guidelines for the adoption of the Strategic

Performance Management System (SPMS) of the Civil Service Commission

(CSC) in DepEd.

Moreover, the IPCRF is composed of the Key Result Areas (KRA’s)

which dwells on instructional competence; learning outcomes; professional

growth; community involvement; and the special tasks which should have at least

15 objectives with corresponding timeline and weight (Canoma, 2017). And each

objective has Modes of Verification (MOVs) that must be associated. The IPCRF

exists to ensure that one is carrying out their responsibilities with diligence,

accuracy, and timeliness.

The Results-Based Performance Management System (RPMS), a

tool for systematically managing, measuring, and monitoring teachers'

performance, is in line with the Philippine Professional Standards for Teachers

(PPST) (Garcia et al., 2020). The PPST specifies the qualifications and abilities

needed for qualified educators. The National Educators Academy of the

Philippines (NEAP), Teacher's Education Council (TEC), and Basic Education

Sector Transformation (BEST) program collaborated with the Philippine National

Research Center for Teacher Quality (RCTQ) to develop and validate the RPMS-

PPST tools that aid in measuring and monitoring teachers' performance.

 25

Further, the tools are straightforward to use, prioritize quality over

quantity, guarantee teacher effectiveness, and encourage personal and

professional development. This collection of RPMS tools was created by and for

teachers, overcoming the problems with teachers having trouble coming up with

their IPCRF and compiling lengthy, irrelevant MOVs, and guaranteeing that their

performance and teaching practice are evaluated in a consistent, impartial

manner (DepEd, PPST-aligned RPMS: A guide for teachers by teachers, 2018).

On the other hand, the Classroom Observation Tool (COT), which

is required by the PPST-RPMS, provides evidence of actual teacher

performance, including their areas of strength and need for improvement as well

as the results of their work. The COT rubric is used as an assessment tool that is

used to measure classroom performance of teachers (DepEd, 2019). The

PPST's classroom observable indicator rubrics are made to evaluate teachers'

performance in the classroom across all subject areas and grade levels.

Additionally, the rubric's indications are scored separately. To be utilized for

coaching, mentoring, reviewing, and evaluating teachers' work and to produce

outcomes for their professional growth, the COT was made objective and

standardized. To assure their readiness for what is expected and what to prepare

for during the observation schedule, the observer(s) and teacher themselves

predetermined and agreed upon COT indicators (Garcia et al., 2020).

PPST assist all academic institutions in determining and evaluating

the caliber of teachers they employ. In order for them to work with the expanding

global frameworks, it describes the necessary skills and competencies for quality
 26

teachers (DepEd, 2018). According to Briones, (2020), it is genuinely

transformative for teachers all throughout the country to share a single definition

of a good teacher. The PPST standards assist people better understand their

roles in enhancing the teaching-learning process and achieving the intended

learning outcomes.

TPACK is a crucial component of the present-day educational

system as it takes into account the rising need for the use of technology in the

classroom while maintaining the emphasis on the subject matter and the manner

in which the teachers instruct. However, little is known about how educators

develop sense of proficiency particularly on TPACK and performance, especially

in the early stage of their careers. Thus, this study will determine the relationship

between the proficiency on TPACK and the performance of the teachers. In the

Philippines, the cornerstones upon which successful national education

ultimately depends are teaching qualities, character, qualifications, and

professional skills.

Thus, standards are used as the foundation of teacher quality and

are seen as of the utmost importance for long-term and sustainable nation-

building. The Philippine Professional Standards for Teachers (PPST), through

clearly defined domains, strands, and indicators offers measurements of

professional growth, competent practice, and successful engagement across

teachers' career stages. Hence, this standard clarifies what qualities make up an

effective teacher.
 CHAPTER 3
RESEARCH METHODOLOGY
This chapter focuses on the researcher design and procedures for

providing comprehensive answers to the specific topics under investigation. This

chapter is composed of the following information: research design, research

setting, sampling procedure, research instrument, validation of the instrument,

data gathering procedure, categorization of the variables, system scoring and

statistical treatment of data.

Research Design
This study will employ descriptive study of research. As emphasized by

(Malana, 2018) defined descriptive research as a purposeful process of

collecting, analyzing, categorizing, and tabulating data about current conditions,

practices, trends, and cause-and-effect relationships, followed by providing a

sufficient and accurate interpretation of the data, sometimes with little or no help

from statistical methods. Additionally, this method establishes the facts in a group

that is being studied and yields results that can be qualitative, quantitative, or

both in terms of descriptions of the overall features of the group.

The descriptive-correlational method of research is best suited for this

study since this seeks to explain the links between two or more variables. A

picture of the current situation can be given using descriptive correlation design

(Ivy Panda, 2022). Research investigations that seek to present static images of

circumstances and determine the link between various factors employ descriptive

correlational design.
 28

Research Setting

The research was conducted in the District of Tagoloan, Division of Misamis Oriental.

It is located in Northern Mindanao. Tagoloan is a seaside municipality in the Misamis

Oriental province. The municipality covers 117.73 square kilometers (45.46 square

miles), accounting for 3.76% of Misamis Oriental's total land area. Tagoloan's municipal

center is located on the island of Mindanao at roughly 8° 32' north, 124° 45' east. At these

coordinates, the elevation is calculated to be 13.7 meters or 45.0 feet above mean sea

level.

According to the 2020 Census, its population was 80,319. This accounted for 8.39%

of the entire population of Misamis Oriental province and 1.60% of the total population

of Northern Mindanao. Based on these numbers, the population density is calculated to

be 682 people per square kilometer or 1,767 people per square mile. The municipality is

split into ten barangays: Poblacion, Baluarte, Casinglot, Sta. Maria, and Sta. Ana and Sta.

Cruz, Mohon, Sugbungcogon, Rosario, Gracia, and Natumolan.

Tagoloan District has ten public schools, namely: Baluarte Elementary School,

Gracia Elementary School, Casinglot Elementary School, Maribojoc Integrated School,

Mohon Elementary School, Natumolan Elementary School, Rosario Elementary School,

Sta. Ana Elementary School, Sta Cruz Elementary School, and Tagoloan Central School.

The Division Office is based in Cagayan de Oro City and is led by the Schools

Division Superintendent, who oversees the efficient functioning of the Department of

Education in Misamis Oriental with the support of the Assistant Schools Division

Superintendent and the education program supervisors. Misamis Oriental's DepEd

 29

Division was formed in 1965, with its first Superintendent of Schools. The division now

employs about 7,000 teaching and non-teaching professionals.

The study was conducted in the District of Tagoloan, Division of Misamis Oriental,

Region X. District consists of ten elementary schools, one (1) of which is located near

the national highway, while the remaining nine (9) schools are distributed across the

municipality's inner barangays. In the Tagoloan District, there were 250  public school

teachers.
 30

Source:https://www.facebook.com

Figure 2. Map of Tagoloan District

 31

Research Respondents and Sampling Procedure

The subjects will only be restricted to the 10 identified public elementary

schools in Tagoloan District, Division of Misamis Oriental. The relationship

between the assessment perception on their technological pedagogical content

knowledge of teachers and the teachers’ performance.

The population for the study will consist of 200 teachers in public elementary

schools in Tagoloan District from the ten identified public elementary schools.

The researcher will use take all or total population sampling. It can provide a

researcher with a far more complete picture while also considerably reducing

guessing. Furthermore, larger sample size can result in more accurate results.

Research Instrument

To examine the level of respondents’ perception on their technological

pedagogical content knowledge of teacher, an adopted questionnaire from

Hosseini and Kamal (2012) will be utilized. The survey questionnaire to be used

to measure teachers' performance is based on the RPMS Individual Assessment

tool. The questionnaire will be modified with the goal of this study in mind. For

the modified survey questionnaire, the first part is intended to measure the level

of respondents’ perception on their technological pedagogical content knowledge

of teacher which will be clustered into 7 categories: Technology Knowledge,

Pedagogy Knowledge , Content Knowledge, Technological Pedagogical

Knowledge, Technological Content Knowledge, Pedagogical Knowledge and

Technological Pedagogical Content Knowledge. The second part of the

 32

questionnaire will dwell on the self-assessment on the teachers’ instructional

performance with 7 subscales: Content Knowledge and Pedagogy, Learning

Environment, Diversity of Learners, Curriculum and Planning, Assessment and

Reporting, Professional Engagement, Personal Growth and Professional

Development . These subscales will indicate the frequency of teachers’

performance. Lastly, the questionnaire will be rated in a Likert Scale. Respondent

indicates degree of agreement and disagreement with a variety of statements about some

attitude, object, person or event when using a Likert scale (Taherdoost, 2019)

Validaty of Instruments

The questionnaire intended to measure the level of respondents’ perception on

their technological pedagogical content knowledge of teacher will have the

modified questionnaire adapted questionnaire of ( Pamuk, S., Ergun, M., Cakir,

R. et al.,2015).The questionnaire intended to measure the level of teachers’

performance; the researcher will have the modified questionnaire adapted from

Deped Order no. 2 s. 2015.

Data Gathering Procedure

Upon beginning the study, the researcher will obtain a letter of approval from

the dean of graduate studies. This letter will be given to the superintendent of

Misamis Oriental's schools division. Following approval, the researcher will go to

each school's principal to notify them of the study's conduct and to present a

copy of the Division Office's approval. Before the questionnaire is released, the

letter will be given to the concerned respondents. The principals of the schools
 33

will then get the approved letter. Then, the researchers will hand out the

instrument with the consent forms attached, outlining the study's goals, its

assurance of secrecy, and the participants' freedom to withdraw the study if they

feel uncomfortable. The teacher respondents received an explanation of the

instructions as well. After that, the data will be tabulated, examined, and

explained.

Categorization of Variables

The following categories are created to facilitate the analysis and

interpretation of gathered data:

1. Level of respondents’ perception on n their technological

pedagogical content knowledge of teachers:

1.1 Technological Knowledge

1.2 Pedagogical Knowledge

1.3 Content Knowledge

2. Level of Teachers’ Performance as respondents in terms of:

2.1 Content Knowledge and Pedagogy

2.2 Learning Environment

2.3 Diversity of Learners

2.4 Curriculum and Planning

2.5 Assessment and Reporting

2.6 Community Linkages

 34

2.7 Professional Engagement, Personal Growth and Professional

Development

System of Scoring

The following categories were created to facilitate the interpretation and

analysis gathered data.

Part I. The Level of Respondents’ self-efficacy on their technological

pedagogical content knowledge of teachers.

Scale Mean Range Description Interpretation

4 3.5-4.49 Very High Strongly Agree

3 2.50-3.49 High Agree

2 1.5-2.49 Moderate Disagree

1 1.00-1.75 Low Strongly

Disagree

Part II.Level of Teachers’ Teachers Performance

Scale Mean Range Description

5 4.50-5.00 Outstanding

4 3.50-4.49 Very

Satisfactory

3 2.50-3.49 Satisfactory
 35

2 1.50-2.49 Fairly

Satisfactory

1 1.00-1.50 Poor

Statistical Treatment

The researcher will apply the following statistical methods to compute quantitative data

and analyze the results. Frequency count and average weighted mean will be utilized to

determine the level of respondents’ perception on n their technological pedagogical

content knowledge of teachers as viewed by teachers and the teachers’ performance.

Mean. refers to the arithmetic mean (average) of the distribution (Team, 2022).

The formula applied was:

Where:

is the mean

is the sum of the scores

is the number of respondents

 36

Frequency is the rate of occurrence of a repetitive event. If T is the period of a repetitive

event, then the frequency f = 1/T (Taherdoost, 2019)

Inferential statistics were also used in the study. It is a test whereby inference is made

about the population based upon analysis of a sample selected from that population

(Pyrczak, 2018).

Pearson correlation was utilized to assess the relationship between the technological

pedagogical content knowledge of teachers and the teachers' performance. Pearson’s

correlation coefficient is a measure of the intensity of the linear association between

variables (Credibility & Subject, n.d.).

 37

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Appendix A

Letter of Request to Conduct the Study

School Principal

Maam/Sir:

I have the honor to request permission from your good office to conduct a
research study on “TEACHERS’ PROFICIENCY ON TECHNOLOGICAL
PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) AND TEACHERS’
PERFORMANCE OF TAGOLOAN DISTRICT SCHOOLS”.

This study which uses adapted questionnaire, will be in partial fulfillment of

the requirements for the degree of Master of Arts in Educational Administration at
Phinma- Cagayan De Oro College.

Anticipating your favorable action on this regard.

Respectfully
yours,

JAHARA MAE M.
PILAPIL
Researcher

BRAZIEL L. ONGCACHUY,PhD
Dean
 48

Letter and Questionnaire to the Respondents

I am a researcher of the study entitled ““TEACHERS’ PROFICIENCY ON
TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK)
AND TEACHERS’ PERFORMANCE OF TAGOLOAN DISTRICT SCHOOLS”.
May I request to kindly answer the questionnaires sincerely. The information you
provide will enable me to attain the purpose of the study. Thank you for your
cooperation.
JAHARA MAE M. PILAPIL
The Researcher
________________________________________________________________________
______
NAME (Optional):__________________________________________
SCHOOL:__________________________________________________
Part 1 : TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE
Instructions: For each item, please select your level of agreement or disagreement by
putting an “X” in the appropriate box using the scale below:
1- Strongly Agree 2- Agree 3- Disagree 4- Strongly Agree
A. Technological Knowledge (TK) Strongly
Disagree
Disagree
(3)
Agree
(2)
Stron
Agr
(4) (1
1. I can learn technology easily
2. I can easily solve some of the technical problems I encounter
3. I know how to seek technology help
4. I have sufficient knowledge and experiences with the most recent
technologies.
5. I can use technology to assess student’s learning
6. I can use technology to identify individual differences among
students.
7. I can use technology to advance my teaching and students’
learning.
8. I can use technology to bring students’ individual differences
(learning preferences, content background, academic level) into the
classroom
 49

B. Content Knowledge Strongly

Disagree
Disagree
(3)
Agree
(2)
Strongly
Agree
(4) (1)

1. I have the sufficient knowledge in my field (Mathematics,

Science or Social Study)
2. I know basic concepts such as formulas and definitions in my
field .
3. I understand the structure (organizations) topics of content I
teach
4. I can present the same subject matter at different levels
5. I can explain background details of concepts, formulas and
definitions in my field.
6. I have adequate knowledge in explaining relations among
different concepts on the subject matter.
7. I can explain why specific topic is important
8.I can use technology to present the content in different ways.
9.I can use technology to enrich the content
9. I can use technology to demonstrate unobservable facts,
concepts and principle of the content.

C. Pedagogical Knowledge Strongly

Disagree
Disagree
(3)
Agree
(2)
Strongly
Agree
(4) (1)

1. I can use different approaches to teach.

2. I can select appropriate teaching styles.
3. I can use a variety of tools (approaches) to assess students’
learning.
4. I can motivate students to engage with the content.
5. I can effectively develop a plan of teaching a specific subject
matter in my field (Mathematics/Science/Social Studies.
6. I can select teachable content of the subject matter appropriate
to students’ level.
 50

7. I can teach the same subject matter to students at different levels.

8.I can identify students’ preconceptions and misconceptions on the
subject matter.
10. I can adjust my teaching according to level of ease and
difficulties with learning of specific subject.

CURRICULUM VITAE
 51

Name: JAHARA MAE M. PILAPIL

Address: Zone 2, Poblacion , Tagoloan , Misamis Oriental
Date of Birth: September 16, 1994
Civil Status: Single

EDUCATIONAL BACKGROUND

College: Bachelor of Elementary Education

Tagoloan Community College
Tagoloan, Misamis Oriental
March, 2016

High School: Tagoloan National High School

Tagoloan, Misamis Oriental
March 2011

ELIGIBILITY:
Civil Service Exam
Given in Cagayan De Oro City
March 2020

Licensure Examination for Teachers

Given in Cagayan de Oro City
September 2016

WORK EXPERIENCE
 52

Elementary Teacher Department of Education

Division of Misamis Oriental
Sta. Cruz Elementary School

TRAININGS AND SEMINARS

January 19- 21, 2022 Division Online Training of

Trainers
March 15 - 19, 2021 Virtual Mid-Year In-service
Training for
Teachers
December 11, 2020 District GAD Webinar Tagoloan,
Misamis Oriental
September 21 - 30, 2020 Learning Delivery Modalities
Course 2 for
Teachers
53