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Makale Özeti:
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The quality of teachers nowadays depends on their competencies. One of the important competencies is the knowledge possessed by the teacher. Mastery the Technological Pedagogical Content Knowledge or known as TPACK is a complete knowledge which that gives an added value to a teacher’s quality. This study aims to identify the level of TPACK among national secondary school teachers in Kuala Lumpur Federal Territory. TPACK is a comprehensive knowledge model consisting of 7 sub-dimensions of knowledge specifically Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK). TPACK represents the knowledge required by every teacher in the 21st Century. Align with today’s education climate, teachers should not only rely on the content and pedagogical knowledge, but they should also integrate technology with their content and pedagogical knowledge to ensure the teaching and learning process meets the needs of modern-day education that relies heavily on technology. This study is a quantitative study and data was collected through a questionnaire containing 30 items. A total of 462 secondary school teachers from 3 main zones in Kuala Lumpur Federal Territory (Bangsar/Pudu, Keramat and Sentul) completed the questionnaire. The data obtained was analysed using descriptive statistics to obtain the mean value and standard deviation of the respondents’ TPACK level. The results show that the level of TPACK among national secondary school teachers in Kuala Lumpur Federal Territory is at a moderately high level. Meanwhile, the overall mean value and standard deviation recorded are mean = 3.92, sd = .394 respectively. The Ministry of Education (MOE) should implement impactful initiatives to ensure teachers in the education system able to perform duties and responsibilities with excellence by mastering TPACK at a high level.
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