Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

Purpose: Technology can be quickly and effectively integrated into education processes due to its rapidly developing and changing nature. Technopedagogical content knowledge (TPACK) emerges as one of the important types of knowledge that teachers should have in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes the education process. However, there are no studies on how teacher performance is related to the use of technology in Turkey, and teacher performance evaluation is not studied robustly. This study aims to determine the relationship between teachers' TPACK competencies and their performance. Design/Methodology/Approach: This study was designed using a correlational model to determine the relationship between teachers' TPACK competencies and performance. The study group consists of 305 teachers working in primary, secondary and high schools in the Central Anatolia Region. Data in the study were collected through TPACK-Practical Scale and Teacher Performance Scale. The data were analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques. Findings: The findings of the study showed that TPACK and performance did not differ according to the gender of the teachers. TPACK competencies differ according to educational status and school type, and teacher performance differs according to school type. TPACK competencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positive relationships were determined between TPACK and performance. Conclusions: As a result, thanks to technology integration, teacher performance can be improved, and student achievement, which is seen as the most concrete output of teacher performance, can be improved. In this respect, it can be suggested that TPACK is considered as a whole, and it can be developed theoretically and practically. This study suggests that technology, pedagogy, and content knowledge should not be included separately in teacher education, but presented in an integrated way.