Technological pedagogical knowledge self-efficacy and continuance intention of Philippine teachers in remote education amid COVID-19 crisis

Abstract

With the sudden and forced change to various modalities of remote education amid the COVID-19 crisis, the technological pedagogical knowledge (TPK) self-efficacy and continuance intention of teachers demand an investigation. This article aimed to assess the TPK self-efficacy and continuance intention of teachers in remote education amid the COVID-19 crisis. Employing a quantitative correlational research design, it involved a randomly selected sample of 1065 K to 12 teachers from Mindanao, Philippines. Two psychometrically tested scales were used to gather the needed data. The analyses were performed using descriptive and inferential statistics. The result indicated that the teachers have high levels of TPK self-efficacy and continuance intention. It further revealed that TPK self-efficacy significantly differed across age, gender, marital status, monthly income, educational attainment, and teaching experience, and continuance intention across age, monthly income, and teaching position. Lastly, the results uncovered a significant positive relationship between TPK self-efficacy and continuance intention of teachers. This study provides implications on the sustained technology use in Philippine education. The theoretical and practical contributions are also discussed in the study. 

Keywords

• technological pedagogical knowledge
• self-efficacy
• continuance intention
• remote education
• educational technology
• COVID-19 crisis