Abstract This study examined the level of integration of mathematical modeling in classroom instruction among secondary mathematics teachers in Kapatagan, Lanao del Norte. Anchored on the Technological Pedagogical Content Knowledge (TPCK) framework, the research assessed five domains: content knowledge, pedagogical knowledge, attitudes and beliefs, skills and competencies, and professional experience and exposure. A descriptive research design was employed, involving ten purposively selected teachers. Data were collected using a validated survey questionnaire with Likert-scale items and open-ended responses and analyzed using descriptive statistics and thematic analysis. Findings revealed a very high overall level of integration (M = 4.38), with content knowledge (M = 4.60) and attitudes and beliefs (M = 4.54) emerging as the strongest domains. Teachers demonstrated strong theoretical grounding and positive dispositions toward modeling-based instruction. However, comparatively lower scores in experience and exposure (M = 4.10) suggest a need for more sustained professional engagement. Thematic analysis identified key challenges, including instructional time constraints, learner-related difficulties in transitioning to open-ended problem-solving, and limited access to localized resources and technological tools. The study concludes that while teachers possess high readiness to integrate mathematical modeling, systemic and contextual barriers hinder its consistent implementation. It recommends enhanced professional development, curriculum flexibility, and resource provision to support effective practice. Despite its limited sample size and reliance on self-reported data, the study provides valuable localized insights to inform instructional improvement and policy support for modeling integration in mathematics education.
Cabural et al. (Mon,) studied this question.