SIGNIFICANT EFFECT OF THE TPACK FRAMEWORK ON TEACHERS’ SELF-EFFICACY: A SYSTEMATIC LITERATURE REVIEW

Abstract

The empirical evidence demonstrates that teachers' self-efficacy is influenced by their knowledge of technological pedagogical content, especially in schools where technology is frequently used. However, few systematic reviews have investigated how TPACK affects teachers’ self- efficacy. This review investigates the effects of teachers' knowledge of technological pedagogical content (TPACK) on teachers’ self-efficacy. To investigate the theoretical basis and the practical use of TPACK, it uses a rigorous Systematic Literature Review (SLR) technique, with thirty-four high-quality studies published between 2017 and 2021 fulfilling the stringent selection criteria. Each study was categorized based on four features: (a) concept development of the TPACK framework, (b) technology integration, (c) TPACK and teachers’ self-efficacy, and (d) strategies development on TPACK practices and teachers’ self-efficacy. Implications are discussed across the theoretical underpinnings and practical uses of TPACK that influence teachers' self-efficacy. By interpreting the results of the review, recommendations are provided for practitioners, policymakers, and researchers focusing on teacher technology training.