Technological Pedagogical Content Knowledge (TPACK) and Teaching Readiness of Pre-service Teachers
DOI:
https://doi.org/10.67903/ijroms0311Keywords:
Descriptive-Correlational Design, Pre-Service Teachers, Teaching Readiness, Technology Integration, TPACKAbstract
Although Technological Pedagogical Content Knowledge (TPACK) is widely recognized as an important component of teacher preparation, limited localized evidence explains how TPACK is associated with the teaching readiness of pre-service teachers, particularly within Bachelor of Elementary Education programs. This study determined the level of TPACK and teaching readiness and examined the relationship between these two constructs among 233 Bachelor of Elementary Education pre-service teachers at Don Carlos Polytechnic College during School Year 2025–2026. A quantitative descriptive-correlational research design was employed, using a validated researcher-made questionnaire to gather the data. Weighted mean was used to determine the levels of TPACK and teaching readiness, while the Pearson Product-Moment Correlation Coefficient was used to examine their relationship. The findings revealed that the respondents demonstrated a high level of TPACK with an overall mean of 4.22, with Integration of Technology in Teaching obtaining the highest mean among the TPACK dimensions. The respondents also demonstrated a high level of teaching readiness, with an overall mean of 4.29, with Lesson Planning and Instructional Delivery obtaining the highest mean among the identified dimensions. Furthermore, the analysis revealed a very strong, positive, and statistically significant relationship between TPACK and teaching readiness (r = .820, p < .001). This indicates that higher levels of TPACK were associated with higher levels of teaching readiness among the respondents. The findings suggest that TPACK constitutes an important dimension of pre-service teacher preparation, particularly in developing technological competence alongside pedagogical and content knowledge. The study contributes localized evidence on the relationship between TPACK and teaching readiness and provides a basis for teacher education institutions to strengthen technology-integrated coursework, practice-based learning, and professional development initiatives that prepare future teachers for technology-enriched and diverse classroom environments.
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