IMPACT OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) ON THE TEACHING SKILLS OF SECONDARY SCHOOL TEACHERS IN KHAIRPUR MIR’S, SINDH, PAKISTAN

Abstract

The rapid expansion of digitalized technology has meaningfully transformed the instructive the learning countryside and formed innovative stresses for educators to progress operative skill of technology incorporated education practices. Now the 21st century, instructors are anticipated not only to own subject knowledge and pedagogical skills but likewise to comprehend in what way expertise can be expressively assimilated into classroom teaching. The TPACK structure delivers a complete approach for thoughtful the incorporation of technology, pedagogy, and content knowledge essential for effective education. The current study aimed to examine the effect of TPACK on the teaching skills of secondary school teachers in Khairpur Mir’s, Sindh, Pakistan. The objectives of the research were to inspect the level of TPACK among secondary teachers, measure their teaching skills, and decide the relationship between TPACK and teaching skills founded on demographic variables such as gender, school type, teaching experience, and subject specialization. A quantitative study method was adopted for the research. A correlational study design was employed to define the relationship between instructors’ TPACK capabilities and their teaching skills. The population of the research contained of secondary teachers working in public and private schools of Khairpur Mir’s. A sample of secondary teachers was selected through a suitable sample technique. Statistics were together through a structured survey constructed on TPACK mechanisms and teaching skill indicators. The together facts were studied by descriptive and inferential statistical techniques, including mean, standard deviation, correlation, regression analysis, t-test, and ANOVA. The results discovered a positive and statistically significant relationship between TPACK and teaching skills. Teachers with advanced TPACK competencies established improved lesson planning, classroom management, instructional delivery, assessment practices, and learner engagement. The research accomplishes that TPACK plays an important role in enhancing educators’ specialized abilities and enlightening teaching efficiency. The research recommends the inclusion of TPACK grounded proficient development platforms in teacher education to endorse effective technological amalgamation in secondary.