The Modern Agricultural Educator: Understanding Professional Competencies through TPACK Framework Analysis

Introduction: Preparing students for modern agricultural demands in developing regions is a challenge for agricultural education, especially in integrating technological knowledge and effective teaching strategies. The critical need for comprehensive research on teachers’ instructional capabilities regarding agricultural literacy is emphasized by persistent low levels of agricultural literacy among most teachers. Additionally, the rapid technological progress in education and new teaching approaches demand an improved comprehension of teachers' agricultural education competencies.

Purpose: The purpose of this study was to investigate the relationships between teachers' demographic characteristics and their technological, pedagogical, and content knowledge (TPACK) domains among agriculture teachers in the Division of Camarines Sur, Philippines. The study evaluated teachers' proficiency levels in the three important educational domains through specific demographic-based measurements.

Methods: A descriptive correlational research design using a mixed methods approach was used. The study included 20 public school teachers who taught agricultural crop production programs. Demographic questionnaires, TPACK assessment instruments, and agricultural literacy assessments were used as data collection instruments. The collected data was analyzed using multiple linear regression, and Pearson correlation. The research used validated measurement tools along with rigorous statistical methods to ensure the reliability of the results.

Results: The results showed different levels of knowledge in TPACK domains. The most proficient (Mean = 3.55) was technological knowledge, followed by pedagogical knowledge (Mean = 3.52) and content knowledge (Mean = 3.28). Significant negative correlations existed between years of teaching experience and technological knowledge, proving that younger teachers are more knowledgeable about technology. Research showed significant patterns regarding how demographic variables relate to teaching competencies.

Conclusion: The research focuses on the interplay between demographics and TPACK in agricultural education, and suggests targeted professional development programs, technology integration initiatives, and hands-on learning experiences. The results show that teachers’ TPACK can be improved through continuous professional development and innovative pedagogical approaches, which in turn will improve students’ agricultural literacy and prepare them for the challenges of contemporary agriculture. The findings present substantial implications that affect both teacher training aspects and educational policy development for agricultural education.