Exploring Technological, Pedagogical, and Content Knowledge (TPACK) and Self Efficacy Belief of Senior High School Biology Teachers in Batangas City

Abstract

Teachers are considered as one of the key factors in the educational process, especially, in the implementation of a new curriculum. Thus, the introduction and implementation of the new K to 12 curricula, requires monitoring, assessment and evaluation of areas in teaching and learning, in order to ensure that the set goals and objectives were successfully attained. This study aimed to explore two important aspects of teaching such as self-efficacy belief and technological, pedagogical, and content knowledge (TPACK) of private and public senior high school biology teachers from Batangas City for AY 2017-2018. Surveys, focus group discussion and class observation methods were used to gather data. Using mean and standard deviation, the results revealed that biology teacher have moderate self-efficacy belief in both aspects of self-efficacy belief, the personal biology teaching efficacy and biology teaching outcomes expectancy. On the other hand, in TPACK, they were rated as moderately proficient. Furthermore, the study also implies that there is no significant relationship between these two variables when compared using Pearson’s r, which means that the self-efficacy belief of senior high school (SHS) biology teachers of Batangas City has nothing to do with their TPACK. Designing of a training design framework for faculty development programs and similar studies for physics and chemistry teaching are suggested.