The relationship between TPACK mastery and self-esteem: a pathway to strengthening teacher career commitment

Context and relevance. The Technological Pedagogical Content Knowledge (TPACK) framework serves as a vital foundation for understanding teachers’ ability to integrate technology into modern education. While numerous studies have highlighted the role of TPACK in enhancing teachers’ confidence and capacity to navigate digital education and complex pedagogical demands, empirical evidence on its impact on Teacher Career Commitment (TCC) remains scarce, especially in developing contexts like Vietnam. Objective. This study explored the relationship between TPACK and TCC, focusing on the mediating role of Teacher Professional Self-Esteem (TPSE). Methods and materials. A cross-sectional study involving 413 Vietnamese school teachers was conducted. Results. Results from SEM analysis revealed that TPACK positively impacts TCC, with TPSE acting as a full mediator in this relationship. Conclusions. These findings suggest that fostering TPACK in Vietnamese teachers within the context of digital transformation in education could support teacher retention. Additionally, enhancing professional self-esteem may amplify the effectiveness of TPACK development programs.