TPACK and Teachers’ Self-Efficacy: A Systematic Review


  • Suresh Joshi Chandigarh University, Punjab, India



TPACK, instructional technology, professional development, self-efficacy


Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

Author Biography

Suresh Joshi, Chandigarh University, Punjab, India

Suresh C. Joshi is Professor of Learning Design and Technology and Organizational Behavior. Currently he is working as Executive Director of the Centre for Distance and Online Learning at Chandigarh University, Punjab, India. His research interests include instructional design and technology, artificial intelligence, metaverse, pedagogical innovations, social-emotional learning, self-regulation, psychological well-being, and leadership in crisis. His PhD research revolved around developing a theoretical framework for the correlation between cell phone use and sleep quality, academic performance, and psychological well-being. Dr. Joshi is a certified instructor from the Center for Teaching Excellence at Texas A&M University, USA. He has developed a teaching model based on low-cost pedagogical game tools for which he was awarded a Fulbright fellowship from the US Department of State. He has published around 40 research papers and four books.


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