Technological, Pedagogical, and Content Knowledge of Middle-Aged Teachers: Its Influence on Teachers’ Effectiveness in District 1, Division of Ozamiz City

The integration of technology in education has become essential, requiring teachers to develop a dynamic set of competencies. The Technological, Pedagogical, and Content Knowledge (TPACK) framework serves as a guide for educators to effectively merge technology, pedagogy, and subject content in their teaching. This study assessed the extent of TPACK among middle-aged teachers, examining the influence of age, training and seminars attended, and years of service. Employing a quantitative, descriptive-comparative research design, data were analyzed using frequency and count, mean, and the Kruskal-Wallis test. Results revealed that while age and participation in seminars did not significantly affect TPACK, years of service played a crucial role in shaping teachers’ technological integration skills. These findings emphasize the need for targeted professional development, continuous training, and mentorship programs tailored to experienced educators. Future research should explore how structured training initiatives impact TPACK development over time and investigate strategies to support novice teachers in building these essential competencies.