The Effect of TPACK on Developing 21st-Century Teaching Skills: A Pre-Service Teacher’s Perspective

The study aimed to determine the significant effect of Technological Pedagogical Content Knowledge (TPACK) on the 21st Century Teaching Skills among pre-service teachers in Agusan del Sur State College of Agriculture and Technology. Using universal sampling, 233 pre-service teachers from the BSEd-Math, BSEd-Science, and BSEd-English programs and 233 cooperating teachers participated in the study during the academic year 2023-2024. The study used a Predictive Correlational Research Design. The researchers used the data collection instruments created by Schmidt et al. (2014) to gauge the Technological, Pedagogical, and Content Knowledge (TPACK) of Pre-service Teachers. Researchers also utilized the data collection instruments by Zamora and Zamora (2022) to evaluate the teachers’ 21st Century Teaching Skills. The researchers utilized Mean, Pearson Product-Moment Correlation, and Multiple Linear Regression as statistical tools to obtain the study’s objectives. The study’s results revealed that the pre-service teacher’s level of Technological Pedagogical Content Knowledge (TPACK) was high which was interpreted as evident. Moreover, the 21st Century Teaching Skills level was very high and was interpreted as always observed. Further, there was a highly significant positive relationship between Technological Pedagogical Content Knowledge (TPACK) and 21st Century Teaching Skills among Agusan del Sur State College of Agriculture and Technology Pre-service teachers. Lastly, it was found that TPACK can significantly affect the 21st Century Teaching Skills of Pre-service teachers and can be summarized by a model 𠑌 = 0.249X1 + 0.293X2 + 1.429