Technological Pedagogical Content Knowledge (TPACK) and Mathematics Teaching Anxiety Among Public Elementary Mathematics Teachers in Loon, Bohol

Abstract

This study examined the relationship between Technological Pedagogical and Content Knowledge (TPACK) and mathematics teaching anxiety among public elementary school mathematics teachers in Loon, Bohol during the School Year 2024–2025. Using a quantitative-correlational research design, data were collected from 89 mathematics teachers through standardized survey instruments, namely the TPACK.xs questionnaire and the Mathematics Teaching Anxiety Scale. Descriptive statistics, weighted mean, and Spearman Rank-Order Correlation were employed in analyzing the data. Findings revealed that the respondents demonstrated a very high level of TPACK, particularly in pedagogical knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. Meanwhile, respondents exhibited a moderately low level of mathematics teaching anxiety. Correlation analysis showed no significant relationship between overall TPACK and mathematics teaching anxiety. However, pedagogical knowledge demonstrated a significant inverse relationship with mathematics teaching anxiety, indicating that teachers with stronger pedagogical competence tend to experience lower instructional anxiety. The findings underscore the importance of strengthening pedagogical competencies alongside technology integration initiatives to enhance teachers’ instructional confidence and emotional preparedness in mathematics education. The study recommends sustained professional development programs focusing on pedagogical enhancement, technology integration, and anxiety management strategies among mathematics teachers.