Technological Pedagogical Content Knowledge (TPACK) And Performance of Master Teachers

AUTHOR(S)

CHARLAINE JOY C. CUI RALPH LAWRENCE C. CUI ROCHELLE MAE I. CUI

ABSTRACT

— Integrating technology into basic education remains a pressing challenge, particularly in geographically isolated and disadvantaged areas (GIDA), where infrastructure and capacity limitations hinder effective implementation. Central to addressing this gap are Master Teachers, who act as instructional leaders and mentors in advancing digital literacy and pedagogical innovation. Guided by the Technological Pedagogical and Content Knowledge (TPACK) framework, this study examined the competencies of Master Teachers and assessed their effectiveness in mentoring peers on the use of technology in public elementary schools across the Pacific area of Northern Samar for the school year 2024–2025. Employing a descriptivecorrelational research design, the study analyzed responses from Master Teachers and their mentees using structured surveys and Individual Performance Commitment and Review (IPCR) ratings. TPACK competencies were measured across seven domains—TK, CK, PK, PCK, TCK, TPK, and overall TPACK—alongside demographic and professional data such as age, sex, educational attainment, position, teaching experience, trainings attended, and IPCR performance. Results revealed high levels of self-assessed and peer-rated TPACK, with Technological Pedagogical Knowledge (TPK) and overall TPACK emerging as the strongest areas. Notably, IPCR ratings significantly correlated with TPACK levels, suggesting that performance metrics are better predictors of technological pedagogical competence than static demographic factors. These findings affirm the critical role of Master Teachers in fostering technology integration and instructional mentoring. The study recommends performance-informed professional development, peer coaching programs, and succession planning to strengthen digital leadership in schools and ensure the sustainability of innovative, tech-enhanced teaching practices. Keywords — TPACK Competencies, Master Teachers, Technology Integration, Mentoring Effectiveness, and Professional Development