Modelling the Interrelations of Curricular Knowledge, Digital Competence, and TPACK in Predicting Teaching Effectiveness
SAGE OPEN, cilt.16, sa.4, ss.1-17, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/21582440261497026
- Dergi Adı: SAGE OPEN
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Social Sciences Citation Index (SSCI), Education Abstracts, ERIC (Education Resources Information Center), EBSCO Education Source, Directory of Open Access Journals
- Sayfa Sayıları: ss.1-17
- Sivas Cumhuriyet Üniversitesi Adresli: Evet
Özet
Abstract This study investigates how Curricular Knowledge, Digital Competence, and Technological Pedagogical Content Knowledge jointly shape teachers’ instructional effectiveness in K-12 contexts. Employing cross-sectional survey data that were analyzed through structural equation modeling, the study evaluates both the direct associations and the mediating mechanisms linking these constructs. Results reveal that Technological Pedagogical Content Knowledge is the most powerful determinant of effective teaching, whereas Digital Competence contributes a moderate yet meaningful direct influence. Although Curricular Knowledge does not exert a strong direct effect, it demonstrates notable indirect effects through both Technological Pedagogical Content Knowledge and Digital Competence. These findings illustrate the highly interrelated characteristics of teacher knowledge domains and emphasize the importance of integrated professional preparation models that combine curriculum expertise, digital proficiency, and pedagogical design, and the dynamic interdependence among various domains of teacher knowledge.