This study examined the relationship between secondary mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) and students’ academic achievement, engagement, a nd resilience. A quantitative-correlational research design was adopted, involving secondary mathematics teachers and their students from selected public secondary schools. Purposive sampling was employed to ensure that only teachers actively teaching mathematics and students enrolled in their classes were included. Standardized and validated instruments were utilized to assess teachers’ levels of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), along with measures of students’ achievement, engagement, and resilience. Data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. Findings revealed that teachers demonstrated high levels of TPACK, with content knowledge rated highest, followed by pedagogical and technological knowledge. Students showed proficient academic achievement and high engagement and resilience. Significant positive correlations were found between teachers’ TPACK components and student outcomes, with pedagogical knowledge showing the strongest relationship with academic achievement. Differences in TPACK levels were also noted when teachers were grouped according to educational attainment and field of specialization. These results highlight the importance of strengthening teachers’ technological competencies, providing sustained institutional support, and offering continuous professional development to optimize technology integration in secondary mathematics instruction. Keywords: TPACK, Mathematics Education, Technology Integration, Academic Achievement, Student Engagement, Resilience, Teacher Professional Development, Purposive Sampling, Quantitative Research
Lisondra et al. (Sat,) studied this question.