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<p>Effective teaching is the most vital in-school factor that influences student achievement. Many factors influence the teaching readiness, especially of pre-service teachers (PSTs) who have less experience. With the challenges in the education system and the rapid changes in the teaching and learning landscapes, it is imperative to have a glimpse of the factors that may impact PSTs. This descriptive-correlational study aims to describe and evaluate the degree to which technological pedagogical and content knowledge (TPACK), science teaching efficacy belief (STEB), and perceived experiential learning (PEL) predict blended teaching readiness (BTR) among PSTs. The TPACK survey instrument, STEB Form B, experiential learning survey, and BTR instrument were adapted to gather data from the 187 participants from Level III State Universities from Laguna, Quezon Province, and Manila. Using descriptive statistics, confirmatory factor analysis, and multiple regression, results revealed that the PSTs have high levels of TPACK, STEB, PEL, and BTR. Another finding is that the number of factors in the adapted instruments has to be adjusted for the data to fit the model well. Finally, TPACK, STEB, and PEL significantly predict BTR, both collectively and individually. These findings serve as input for tertiary education institutions about the factors influencing BTR and, in effect, work on having meaningful and relevant learning engagements and interactions. It is also recommended to consider these interrelationships in reviewing curriculum, integrating instructional technology resources, designing lesson materials, and evaluating the course implementation.</p>

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A multiple regression analysis on pre-service science teachers’ TPACK, efficacy belief, experiential learning and blended teaching readiness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月14日

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  • Jovela Ibayan Peñaojas,
  • Brando Castroverde Palomar

摘要

Effective teaching is the most vital in-school factor that influences student achievement. Many factors influence the teaching readiness, especially of pre-service teachers (PSTs) who have less experience. With the challenges in the education system and the rapid changes in the teaching and learning landscapes, it is imperative to have a glimpse of the factors that may impact PSTs. This descriptive-correlational study aims to describe and evaluate the degree to which technological pedagogical and content knowledge (TPACK), science teaching efficacy belief (STEB), and perceived experiential learning (PEL) predict blended teaching readiness (BTR) among PSTs. The TPACK survey instrument, STEB Form B, experiential learning survey, and BTR instrument were adapted to gather data from the 187 participants from Level III State Universities from Laguna, Quezon Province, and Manila. Using descriptive statistics, confirmatory factor analysis, and multiple regression, results revealed that the PSTs have high levels of TPACK, STEB, PEL, and BTR. Another finding is that the number of factors in the adapted instruments has to be adjusted for the data to fit the model well. Finally, TPACK, STEB, and PEL significantly predict BTR, both collectively and individually. These findings serve as input for tertiary education institutions about the factors influencing BTR and, in effect, work on having meaningful and relevant learning engagements and interactions. It is also recommended to consider these interrelationships in reviewing curriculum, integrating instructional technology resources, designing lesson materials, and evaluating the course implementation.