Author

Elvisa D. Canoy*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This explanatory sequential mixed-methods research aimed to determine the relationships among digital self-efficacy, Technological Pedagogical Content Knowledge (TPACK), and assessment literacy of secondary mathematics teachers in the Division of Aklan during school year 2025–2026, as a basis for a Competence-Building Program. A sample of 213 teachers was drawn from a total population of 473 public and private secondary mathematics teachers (Grades 7–12) through stratified proportional random sampling, with eight purposively selected participants for the focus group discussion. Quantitative data were gathered using a 33-item Digital Self-Efficacy Scale adapted from Ulfert-Blank and Schmidt (2022), a 63-item TPACK Survey adapted from Schmidt et al. (2009) and contextualized for secondary mathematics teachers, and a researcher-made 30-item Assessment Literacy Questionnaire. Statistical tools employed included mean, standard deviation, one-way Analysis of Variance (ANOVA), Pearson product-moment correlation coefficient, and multiple regression analysis, all at the 0.05 level of significance. The findings revealed that secondary mathematics teachers demonstrated a high level of digital self-efficacy, TPACK, and assessment literacy. A significant difference in assessment literacy was found across different levels of digital self-efficacy and Technological Pedagogical Content Knowledge. Significant positive relationships were established among all three variables, with the TPACK–assessment literacy relationship yielding the strongest correlation. TPACK emerged as the sole significant predictor of assessment literacy, while digital self-efficacy did not significantly contribute to the prediction when TPACK was statistically controlled, reflecting a suppressor variable effect. Based on the quantitative and qualitative findings, a Competence-Building Program was proposed to address the identified gaps in digital self-efficacy, TPACK, and assessment literacy of secondary mathematics teachers in the Division of Aklan.

Keywords: Digital self-efficacy, technological pedagogical content knowledge (TPACK), assessment literacy.

*Corresponding author / Email: elvisacanoy@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021245

Recommended citation:
Canoy, E. D. (2026). Cracking the code: Mathematics teachers’ digital self efficacy, technological pedagogical content knowledge, and assessment literacy as basis for a competence-building program. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5810-5844. http://doi.org/10.69651/PIJHSS05021245

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