Enhancing Technological Pedagogical Content Knowledge in Primary Education

Lydia Abusomwan

Abstract

This study examines the proficiency levels of teachers across three critical domains: pedagogical knowledge, technological knowledge, and content knowledge, using the Technological Pedagogical Content Knowledge (TPACK) framework. Data was collected through a series of Likert scale surveys assessing teachers' self-reported abilities in each domain. Results indicated high levels of pedagogical and content knowledge with scores consistently above 4.5, demonstrating teachers' strong capabilities in fostering critical thinking and managing curriculum content effectively. However, technological knowledge, while generally good, showed areas for improvement, particularly in integrating advanced digital tools into teaching practices. The interaction between these knowledge domains suggested a competent yet varying ability to synergize technology with pedagogical and content strategies. The study underscores the need for enhanced professional development programs focusing on the integration of technology to better support dynamic and effective teaching in contemporary educational settings.

https://doi.org/10.30027/wjher.5.1

Keywords

Educational Leadership, instructional leadership, teachers perception, school Management

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Journal:  World Journal on Education and Humanities Research
Volume (Issue): 5(1) 
DOI: https://doi.org/10.30027/wjher.5.1
Pages: 24-33Published: 03-23-2025Published: 1-2025(c) 2025  Lydia Abusomwan
Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteAbusomwan, L. (2025). Enhancing Technological Pedagogical Content Knowledge in Primary Education. World Journal on Education and Humanities Research, 5(1), 24-33. https://doi.org/10.30027/wjher.5.1

Enhancing Technological Pedagogical Content Knowledge in Primary Education

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