Exploring the Level of TPACK Mastery and its Effect on Vocational High School Teachers’ Performance in Panyu District, China

Abstract

The research focuses on examining the mastery of Technological Pedagogical Content Knowledge (TPACK) among vocational high school teachers in Panyu District, China, and its influence on their teaching effectiveness. TPACK is a conceptual framework that combines technological, pedagogical, and content knowledge, aiming to facilitate the effective integration of technology in education. To investigate this, the study utilized a structured survey questionnaire based on established TPACK measures, collecting data from 173 teachers. Quantitative analysis methods, including Pearson correlation and multiple regression analysis, were employed to explore the relationships between various TPACK components and teacher performance. The findings revealed that Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK) were significant predictors of teaching performance. These results emphasize the importance of a balanced integration of pedagogy, content, and technology in vocational education. They also underscore the necessity for ongoing professional development to bolster teachers' abilities to integrate technology into their teaching. While the study provides valuable insights, it has limitations, such as its focus on a single district and the use of self-reported data. The findings of this study offer crucial guidance for policymakers and educators on improving the quality of vocational education through targeted teacher development programs that emphasize the balanced development of pedagogical, content, and technological knowledge.