Technological Pedagogical Content Knowledge, Commitment and Motivation of Physics Teachers to Implement Online Teaching and Learning during COVID-19 Pandemic

Abstract

Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. Teachers are mobilized to adapt online teaching and learning (OTL) methods to continue the educational process. However, previous studies have found that teacher motivation is affected due to this pandemic. Therefore, a quantitative study using questionnaire was conducted to examine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on Physics teachers' motivation to implement OTL. A total of 77 male and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Descriptive analysis using SPSS found that teachers' level of TPACK, commitment, and motivation in implementing OTL is high. Multiple regression analysis found that the constructs of Content Knowledge and Technological Pedagogical Content Knowledge in TPACK have a significant relationship and influence on the motivation to implement OTL. The commitment constructs: Commitment to School, Commitment to Teaching, and Commitment to Profession, were also found to have a significant relationship and influence on the motivation to implement OTL. This study is helpful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic to formulate relevant policies and programs for the survival of the national education system.

Teachers' TPACK during the Covid-19 crisis: an ecological perspective on Arab and Jewish teachers in Israel

“…First, the present research findings indicated that the frequency of OT plays an important role in improving TPACK among teachers in OT during the Covid-19 crisis (Hypothesis 1). These findings are consistent with previous studies, which have indicated that the Covid-19 crisis had a positive impact and provided an opportunity for teachers to improve their TPACK (Boonsue, 2021; Juwait et al ., 2022; Morrison, 2022).…”

“…Recent studies indicate that intelligent use of innovative digital tools according to advanced pedagogical approaches enables the promotion of processes of knowledge construction (Blau et al, 2020), development of social and collaborative skills and maintenance of interpersonal relations between the participants (Huang and Teo, 2020). Furthermore, previous works found that teachers' TPACK correlated positively during Covid-19 with an effective learning environment, and frequency of technology use in classroom and technology literacy (Boonsue, 2021;Juwait et al, 2022;Morrison, 2022). Yet another recent study (Murphy, 2020) has shown that the sudden and rapid change in the educational environment to an online system has forced teachers, especially those who did not have time or were not educated to prepare properly, to try to develop TPACK while using OT.…”

“…It involves a dynamic agenda expressing the information that teachers need to develop, implement and evaluate technology-assisted education (Joshpine and Albina, 2023). TPACK also covers teaching and learning strategies, the media to be used, the duration of the teaching process and other factors (Juwait et al ., 2022). Regardless of whether teachers are ready or not to move to OT, they have no alternative but to adapt to the new work environment created by the COVID-19 crisis that directly and permanently changes future education (Cheng et al ., 2022).…”

“…Studies have shown that TPACK has played an essential role in teaching, and in OT in regular times and during the Covid-19 crisis (Boonsue, 2021; Juwait et al ., 2022; Luo and Zou, 2022; Morrison, 2022). Effective OT requires a transactional relationship and complex interaction between the three components of the TPACK framework: technology; pedagogy and content knowledge (Ariyani et al ., 2023; DeCoito and Estaiteyeh, 2022).…”

Conocimiento técnico pedagógico del contenido (TPACK) en contextos rurales: Una revisión bibliográfica

“…Además, se determina que el TPACK influye significativamente la motivación y el compromiso de los docentes (Juwait et al, 2022). Con respecto, al TPACK y las herramientas del pensamiento, se observa que los docentes varones presentan mayores niveles de conocimiento TK y TPK (Long et al, 2022).…”