Technological, Pedagogical and Content Knowledge, Efficacy to Teach, and Professional Disposition: Influence on Pre-Service Teachers' Performance in a Community College

Jennifer A. Cruz; Revina O. Mendoza

doi:10.36948/ijfmr.2026.v08i02.74372

Technological, Pedagogical and Content Knowledge, Efficacy to Teach, and Professional Disposition: Influence on Pre-Service Teachers' Performance in a Community College

Author(s)	Ms. Jennifer A. Cruz, Dr. Revina O. Mendoza
Country	Philippines
Abstract	Equipping pre-service teachers in preschool with the necessary skills is crucial, as early childhood education forms the foundation for children’s holistic development. However, despite its importance, there is a lack of comprehensive research that examines the interplay between pre-service preschool teachers' TPACK, self-efficacy, and professional dispositions, and how these factors affect their performance during practicum experiences. This study, grounded in Bandura's Social Cognitive Theory (1986), aimed to investigate the influence of TPACK, teaching efficacy, and professional dispositions on the teaching performance of pre-service teachers. The participants were 142 early childhood pre-service teachers enrolled in their practice teaching or internship courses during the academic year 2025–2026 at a community college in Bukidnon, along with 128 cooperating teachers. The study employed a descriptive-correlational design, analyzed using descriptive and inferential statistics. The findings revealed that cooperating teachers generally rated the pre-service teachers highly in terms of their technological, pedagogical, and content knowledge. The pre-service teachers themselves rated their self-efficacy and professional dispositions as high. In terms of teaching performance, including lesson planning, instructional delivery, classroom management, and assessment skills, the pre-service teachers were also rated highly. Moreover, TPACK, teaching efficacy, and professional disposition significantly influenced their teaching performance. This suggests that the combination of knowledge, confidence, and professional attitudes directly contributes to effective teaching. The study highlighted the importance of interlinked competencies in shaping effective teaching behaviors among pre-service teachers. Future research could explore additional factors, such as school environment, leadership support, or emotional resilience, that may influence teaching performance.
Keywords	TPACK, efficacy in teaching, professional disposition, pre-service teachers, cooperating teachers, teaching performance
Field	Sociology > Education
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-04-12
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.74372

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Technological, Pedagogical and Content Knowledge, Efficacy to Teach, and Professional Disposition: Influence on Pre-Service Teachers' Performance in a Community College

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