Bancod, Gretchel D. <br/><br/>
Science teachers’ technological pedagogical content knowledge, technostress, technology integration self-efficacy, and school support in the schools division of Nueva Vizcaya/ 
Gretchel D. Bancod  
 - Bayombong:  Nueva Vizcaya State University,  2020 
 - xiii, 87 leaves :  illustrations (some colored) ;  28 cm. 
<br/><br/> This study entitled "Science Teachers' Technological Pedagogical Content Knowledge (Tpack), Technostress, Technology Integration Self-Efficacy, and School Support in the Schools Division of Nueva Vizcaya (TPACK-STTRESS)" was conducted to determine the relationship among science teachers' technological pedagogical and content knowledge (TPACK), technostress, technology integration self-efficacy, and school support in the School's Division of Nueva Vizcaya for the School Year 2019-2020. Demographic profiling of the respondents showed that majority of the respondents were aged 21-30 years old, consisted mostly of females, married, and mostly with about 1 to 10 years of teaching experience. Further, a majority of the respondents were undergraduate degree holders and occupied Teacher I to Teacher III positions.<br/><br/>	This study employed the quantitative research approach involving descriptive-correlational research design. Inferential statistics involving descriptive-correlational method (using mean, standard deviation, and Pearson-r) was used to determine the relationship of factors (specifically, technological pedagogical and content knowledge (TPACK), technostress, technology integration self-efficacy, and school support) related to the integration of technology of the public secondary science teachers in the Implementing Units of the Schools Division of Nueva Vizcaya. One hundred science teachers were chosen as respondents using simple random sampling. The researcher made use of a survey questionnaire adapted from the study conducted by Dong, Xu, Chai, and Zhai (2019) as the instrument in gathering the needed data for the research.<br/><br/>	Findings showed that among the variables, the respondents rated their technological pedagogical and content knowledge (TPACK) the highest (mean=3.951, SD=0.386) followed by their perceived school support (mean=3.61, SD=0.522) and their sense of technology integration self-efficacy (mean=3.38, SD=0.666). The respondents rated their technostress the least (mean=3.132, SD=0.448). Using Pearson r, findings showed that there is significant relationship among the variables with the highest positive correlation between TPACK and technology integration self-efficacy followed by TPACK and school support and the lowest positive correlation existed between technology integration self-efficacy and school support. Furthermore, using Pearson-r, the highest negative correlation was found between school support and technostress, followed by technology integration self-efficacy and technostress, and TPACK and technostress. These findings indicate that as the respondents' TPACK, technology integration self-efficacy and school support increase, their level of technostress decreases.<br/><br/>	The following conclusions were derived from the study: Since TPACK and technology integration self-efficacy correlate positively with school support, existing programs for the development and support of these teacher-dependent variables could be enhanced and increased. Moreover, since TPACK, technology integration self-efficacy and school support have a negative correlation with technostress, the development of these variables could help decrease and alleviate the occurrence of science teachers' technostress.<br/><br/>Keywords: TPACK, Technostress, Self-Efficacy, School Support, Science  Thesis (Master of Education in Science Education - General Science) 
<br/><br/>Includes appendices and bibliographical references