A path model of contextual factors influencing science teachers' Technological Pedagogical Content Knowledge

A three-phase exploratory sequential mixed-method study was conducted to propose and test a model showing the interrelationships among the contextual factors influencing the science teachers' Technological Pedagogical Content Knowledge (TPACK). Though developing teachers' TPACK is critical for technology integration in education, the contextual factors influencing TPACK were mostly neglected and this study aimed to fill this gap in the literature. The first phase of the study was aimed to determine the contextual factors by interviewing science teachers and educational technology experts. The findings revealed nine common factors involving student influence, teachers' beliefs and attitudes, technological infrastructure, administrative support, technical support, colleague interaction, lack of time, professional development, educational technology experience. In the second phase, a path model was hypothesized based on qualitative study results and related literature. In the third phase, a valid and reliable scale, named Contextual Factors Scale was developed to measure these contextual factors. Then, a questionnaire involving this scale and TPACK was administrated to 348 science teachers. Showing complex interrelationships among contextual factors, the model explained 45% of the variance in science teachers' TPACK, with particular importance placed on professional development, teachers' beliefs and attitudes, administrative support, and student influence. Looking from a holistic perspective, this study provided a valuable model for guiding decision-makers, researchers, and practitioners about how to improve teachers' TPACK and technology integration in the schools. Considering the complex interrelationships in the model, some simultaneous strategies dealing with each factor should be applied to improve teachers' TPACK and technology-related practices in the schools.