Significant relationship (.398**),Pedagogical Content Knowledge has positive impact (β=.401) & has positive moderate Moderate significant relationship (.573**),Content Knowledge has positive impact (β=.412) & have positive moderate Have positive moderate significant relationship (.461**),Pedagogy Knowledge has positive impact (β=.512) & have positive Technology Knowledge has positive impact (β=.478) & ![]() (.702**) at the 0.002 level of significance with teacher resilience. TPACK Framework on the whole have positive impact (β=.439) & have positive strong significant relationship Used to analyze the data on SPSS PSAW version 22.The Regression model is moderately parsimonious with 52.7% of the Confirmatory Factor Analysis, ReliabilityĪnalysis, Frequency Distribution Analysis, Pearson's R correlation & Multiple linear Regressions analysis techniques were Questionnaires were responded positively. Self-administered questionnaires were distributed among 425 teachers. ![]() Data collection was conducted in 7 universities, 5 Colleges,ģ Schools and 2 Academies including public and private educational institutes of 3 cities of Pakistan by using simple random Knowledge with Teacher Resilience among teachers of Pakistan. ![]() Abstract- The aim of this Empirical Paper is to determine the impact & linkage of Technological Pedagogical Content
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |