An Investigation into the Level of High School Teachers’ Technological Pedagogical Content Knowledge in Myanmar
Abstract
The purpose of this study was to investigate the Level of High School Teachers’ Technological Pedagogical Content Knowledge (TPCK) in Myanmar. A sample of 300 teachers was selected from a population of 1439 senior assistant teachers from Basic Education High Schools in three divisions, Mandalay Region, Myanmar. For data collection, a quantitative survey research design was employed, utilizing the TPACK questionnaire developed by Schmidt (2009). The results showed that high school teachers’ Content Knowledge (CK) was the highest with a mean of 3.82, while their Technological Pedagogical Content Knowledge (TPCK) was the lowest with a mean of 2.79. The study concludes that while teachers have strong content and pedagogical knowledge, their technological pedagogical skills remain underdeveloped. This suggests the need for targeted professional development programs focusing on TPCK enhancement. The findings highlight the critical role of technological knowledge in improving teaching quality and adapting to modern educational demands. Given the increasing integration of technology in education, Myanmar’s teachers must be equipped with digital literacy skills and effective strategies to incorporate technology into their pedagogical practices. Furthermore, the study recommends that structured training programs and workshops on TPCK be implemented to enhance teachers’ competencies in this area. This will not only improve their ability to use technology effectively in the classroom but also contribute to the successful implementation of curriculum reforms aimed at fostering 21st-century skills among students. Future research should explore the impact of TPCK-focused training programs on teachers’ instructional effectiveness and student learning outcomes
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