Exploring the Relationships Between Teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Performance in Three Selected Public Universities of Liberia

Exploring the Relationships Between Teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Performance in Three Selected Public Universities of Liberia

Joanna S. Browne
brownejoanna4@gmail.com
Philippine Christian University, Manila, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/725489

ABSTRACT

This explanatory mixed-methods study investigates the relationship between Technological Pedagogical Content Knowledge (TPACK) and teachers’ performance at three selected public universities in Liberia. Grounded in the frameworks developed by Mishra & Koehler (2006) and Lee Shulman (1986, 1987), the research examines how the seven core domains of TPACK, Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and integrated TPACK relate to teaching effectiveness. The study adopts a sequential explanatory design, combining quantitative survey data from 245 respondents and qualitative insights from semi-structured interviews. Descriptive and inferential statistical tools, including Pearson’s correlation and multiple regression analysis, are employed to test the hypothesis that no significant relationship exists between TPACK and teacher performance. The findings reveal that while teachers demonstrate strong proficiency in content and pedagogical knowledge, their technological competencies remain limited, constrained by infrastructural deficits, resource scarcity, and limited professional development opportunities. Results confirm a significant positive association between overall TPACK competency and teaching performance, with integrated TPACK and PCK emerging as the strongest predictors of effectiveness. Qualitative data highlight challenges such as unstable power supply, limited access to digital tools, and inadequate training, while also identifying adaptive strategies used to deliver quality instruction despite constraints. This research addresses a critical gap in global literature, which has largely focused on developed nations, by providing context-specific evidence from a resource-constrained setting. The findings offer actionable insights for policymakers, university administrators, and educators, supporting the design of targeted training programs and policy interventions to enhance teaching quality and learning outcomes in Liberian higher education.
 
Keywords: TPACK, Teachers’ Performance, Liberian Universities, Higher Education, Educational Technology

Read More>>