Relationship Between Technological Pedagogical and Content Knowledge (TPACK) Self-efficacy, 21st Century Instructional Skills and Performance of Science Teachers

Abstract

This study investigated the TPACK self-efficacy, 21 st century instructional skills and performance of Science teachers in the three (3) Divisions of the Province of Bukidnon, Mindanao, Philippines.TPACK self-efficacy and 21 st century instructional skills were assessed using adopted questionnaires while teachers' performance was assessed using the Philippine Professional Standards for Teachers (PPST) criteria for which descriptive-correlational research design was used.Three hundred and eighty six (386) Science educators participated in the study, and their responses were examined using descriptive-correlational and causal comparative techniques.Path analysis was used to examine the parsimonious link between the causal models and other variables.Science teachers demonstrated excellent TPACK self-efficacy and 21st century instructional skills, resulting in a very satisfying teaching performance.Science teachers' performance was significantly correlated with technological knowledge (TK) which was also the lone predictor of their performance.The best-fitting model of Science teachers' performance was directly anchored to technological knowledge supported by pedagogical content knowledge, content knowledge, communicative and collaborative skills and innovative and ICT skills.Therefore, teachers must be given opportunities to enhance their Technological Knowledge together with their 21 st century instructional skills to improve their performance in the academe.