AI SELF-EFFICACY AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) SYNERGY OF TEACHERS IN USING ARTIFICIAL INTELLIGENCE (AI) IN TEACHING

This study examined the level of Artificial Intelligence (AI) self-efficacy and its relationship to Technological Pedagogical Content Knowledge (TPACK) synergy among teachers in the use of AI for instructional purposes. Employing a descriptive–correlational research design, data were collected from 133 public junior high school teachers through a structured survey questionnaire. Descriptive statistics, including frequency count, percentage, mean, and standard deviation, were used to describe teachers’ profiles, levels of AI self-efficacy, and TPACK synergy. Inferential statistical tools such as independent samples t-test, one-way Analysis of Variance (ANOVA), and Pearson product–moment correlation were utilized to determine significant differences and relationships among the study variables. Findings revealed that teachers demonstrated very high levels of content knowledge, pedagogical knowledge, and pedagogical content knowledge, along with a high level of AI self-efficacy in integrating AI into instruction. However, some AI-related TPACK domains were found to be at a developing level. A significant positive relationship was established between AI self-efficacy and TPACK synergy, indicating that higher confidence in using AI supports stronger integration of technology, pedagogy, and content knowledge. Teachers also reported facing challenges such as ethical concerns, student overreliance on AI, limited training, infrastructure constraints, assessment difficulties, and increased workload. Overall, the study concludes that strong AI self-efficacy enhances TPACK synergy and promotes more effective and ethical integration of AI in teaching.