Teachers’ Knowledge Matters: How TPACK Relates to Instructors’ Motivation and Technostress

• In Event: Motivation in Online Learning Environments

Abstract

Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined how instructors’ technological knowledge (TK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK) relate to motivation and technostress during online teaching. Data were collected from 202 university instructors (51.85% female) during the COVID-19 outbreak. TK was associated only with emotional cost and technostress, while TPK and TCK were negatively related to all outcomes. Hierarchical regression showed that TCK uniquely predicted all outcomes beyond TK and TPK, underscoring the importance of integrating technology with discipline-specific pedagogy. Findings highlight the need to unpack TPACK components and suggest that professional development move beyond generic tech training to support meaningful connections between technology, content, and pedagogy.

Authors

• Yin Hong Cheah, University of Idaho

• Shengjie Lin, University of New Mexico