English Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competence and Critical Thinking Skills of Grade 10 Learners: A Correlational Study

Abstract

This study examined the Technological Pedagogical Content Knowledge (TPACK) competence of English teachers and the critical thinking skills of Grade 10 learners in selected secondary schools in Northern Samar. It investigated teacher demographics, self-assessed competence across the seven TPACK domains, and the relationship of these factors with students’ critical thinking performance. A descriptive-correlational research design was employed, using survey questionnaires for teachers and a standardized test for students. Findings revealed that most teacher-respondents were mid-career female educators with education degrees and English as their specialization. The highest competence was reported in Pedagogical Knowledge (PK) and Content Knowledge (CK), while Technological Knowledge (TK) and its integration showed room for improvement. Student results indicated that most performed at the basic level of critical thinking, with few reaching proficiency. Correlational analysis showed significant relationships between teacher profiles (e.g., age, experience) and TPACK domains. Younger teachers demonstrated stronger technological proficiency, whereas more experienced teachers excelled in pedagogy and content. Higher competence in technology integration was also linked to better student critical thinking outcomes. The study concludes that while teachers are pedagogically and content-competent, technological integration remains a development area. It recommends sustained professional development and improved access to digital tools to enhance instruction and promote critical thinking among learners.