An Assessment Tool to Measure In-service Teachers' Perceptions of Their Technological Pedagogical and Content Knowledge (TPACK)

Research on the success of technology initiatives in schools indicates that it is heavily contingent on how teachers utilize these tools in their classroom teaching. Thus, to guide teachers' integration of technology, several practical theoretical frameworks have emerged. The Technological Pedagogical and Content Knowledge (TPACK) framework is one of them. Thus far, the literature suggests no published research on teachers’ perception of TPACK in relation to how technology is integrated into teaching in Maldivian schools. To fill this gap, this paper examines the construct validity of the TPACK contextualized for the pedagogical approaches adopted by teachers in Maldivian schools. In this study, the TPACK survey instrument was administered to 485 in-service secondary grade teachers in Maldivian government schools. The instrument comprised 27 items factored into 7 domains representing the constructs akin to several extant TPACK studies. Confirmatory factor analyses provided evidence that the instrument is reliable and valid for determining the TPACK of in-service secondary grade teachers in the chosen study context. Correlation analysis showed that all six constructs significantly related to TPACK, while multiple and stepwise regression analyses indicated that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) contributed most significantly and uniquely to Technological Pedagogical Content Knowledge (TPACK). The implications of these findings and recommendations for future research are discussed in this paper.