Relationship between Teachers' Tpack and Effectiveness in Teaching Life Skills

Abstract The fast integration of technology in education has stressed the necessity for instructors to possess strong Technological Pedagogical Content Knowledge (TPACK) to support effective teaching methods. The present study analyzes the association between teachers’ TPACK and their efficiency in teaching life skills at the elementary level. A descriptive and correlational survey design was adopted for the investigation. The sample includes 140 elementary school teachers chosen from government and private schools in Patna District, Bihar, selected using accidental sampling. Descriptive statistics were employed to analyze the general levels of TPACK and life skills teaching effectiveness, while inferential statistics, including the t-test, were applied to examine differences based on institutional type. The findings demonstrated that teachers had a moderately high level of TPACK and demonstrate good methods in teaching life skills. A statistically significant difference in TPACK was detected between government and private school teachers, with government school teachers having greater TPACK levels. The study finds that TPACK plays a vital role in boosting teachers’ efficacy in teaching life skills, since the integration of technology with proper pedagogy and content fosters interactive, student-centered learning settings. The findings underscore the necessity for continual professional development programs targeted at increasing teachers’ TPACK, particularly in private institutions, to enable holistic development of students and enhanced life skills education.