Technological Pedagogical Content Knowledge and Reflective Teaching Practices as Predictors of Workplace Retention among Public Secondary School Teachers

Abstract

This study aimed to determine if technological pedagogical content knowledge and reflective teaching practices significantly predict workplace retention among teachers in public secondary institutions. A descriptive-correlational research design was employed, involving a sample of 145 teachers from public secondary schools in Paquibato District, Division of Davao City, Philippines. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were utilized to analyze the collected data. The findings revealed that technological pedagogical content knowledge, reflective teaching practices, and workplace retention were rated as high. Correlation analysis indicated significant relationships between technological pedagogical content knowledge (r-value=0.69; p-value=0.000) and reflective teaching practices (r-value=0.70; p-value=0.000) on workplace retention. Furthermore, both technological pedagogical content knowledge and reflective teaching practices significantly predicted workplace retention (r-value=0.69; p-value=0.000). School administrators may continue to enhance technological pedagogical content knowledge and reflective teaching practices among teachers by offering professional development programs that focus on strengthening technological skills and reflective practices. Encouraging teachers to engage in regular self-assessment, peer collaboration, and continuous learning opportunities may improve job satisfaction and contribute to a supportive teaching environment.