Teachers’ Technological Pedagogical Content Knowledge (TPACK) and Readiness for Implementing the MATATAG Curriculum: Context for Developing TPACK-Based Intervention Framework

The evolving educational landscape demands that teachers possess the knowledge and skills to effectively integrate technology into their teaching practices. This descriptive-correlational study investigated the Technological Pedagogical Content Knowledge (TPACK) and readiness of thirty – one (31) Grade Seven Mathematics teachers in the Surallah Secondary Clustered Schools to implement the technology-driven MATATAG curriculum. The study utilized standardized TPACK assessments and readiness surveys to gather comprehensive data. Findings revealed that teachers demonstrated proficiency in technological and pedagogical knowledge, with moderate-advanced content knowledge. However, gaps were identified in areas such as technical troubleshooting, diverse technology integration, interdisciplinary connections, and advanced pedagogical strategies. Furthermore, teachers reported moderate readiness for implementing the MATATAG curriculum, indicating a need for further support in digital pedagogy, content knowledge enhancement, and pedagogical strategies. A strong positive correlation was found between TPACK and readiness, suggesting that teachers with strong Technological Pedagogical Content Knowledge (TPACK) in Mathematics are more likely to be ready to implement the new MATATAG Curriculum. It is recommended that a TPACK-Based In-Service Training framework shall be used to address the identified gaps and enhance teachers’ capacity to effectively integrate technology in the MATATAG curriculum.