Mediating Role of Technological Pedagogical Content Knowledge (TPACK) in the Relationship between Teacher Self-Efficacy and Instructional Effectiveness

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@article{1722204,
      author = {Rona Marie J. Hapita},
      title = {Mediating Role of Technological Pedagogical Content Knowledge (TPACK) in the Relationship between Teacher Self-Efficacy and Instructional Effectiveness},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {2},
      pages = {836-852},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1722204.pdf},
      abstract = {This study determined the mediating role of Technological Pedagogical Content Knowledge (TPACK) in the relationship between teacher self-efficacy and instructional effectiveness among elementary teachers in the Third Congressional District, Schools Division of Camarines Sur, for the School Year 2025–2026. A descriptive-correlational-comparative design with mediation analysis was employed. Data were gathered from 117 elementary teachers through total enumeration using an adapted and expert-validated questionnaire. Statistical analyses included weighted mean, Pearson Product-Moment Correlation, simple linear regression, and bias-corrected bootstrapping for mediation analysis. Teachers demonstrated an extremely high level of TPACK, a very high level of self-efficacy, and very high instructional effectiveness. Self-efficacy significantly predicted instructional effectiveness, indicating that teachers with greater confidence in their teaching capabilities exhibited higher levels of instructional performance. TPACK significantly and partially mediated the relationship between self-efficacy and instructional effectiveness, demonstrating that teachers' confidence translated into more effective classroom practice through their competence in integrating technology, pedagogy, and content. The findings suggest that sustaining very high instructional effectiveness requires not only strong teacher self-efficacy but also well-developed Technological Pedagogical Content Knowledge (TPACK). Based on the findings, Project B.R.I.D.G.E. (Building Resilient Instruction, Digital Growth, and Empowerment) was developed as a structured professional development program to enhance teachers' TPACK and self-efficacy, thereby improving instructional effectiveness.},
      keywords = {TPACK, Teacher Self-Efficacy, Instructional Effectiveness, Mediation Analysis, Technology Integration},
      month = {August},
      doi = {https://doi.org/10.64388/IREV10I2-1722204}
  }