The effect of demographic variables on mathematics teachers’ TPACK: Indonesian context

Abstract

Abstract In Indonesia, teachers are required to integrate digital technology in the secondary school mathematics classroom. Therefore, it is necessary to examine mathematics teachers’ technological, pedagogical and content knowledge (TPACK) according to their demographic background. The purpose of this study was to examine Indonesian mathematics teachers TPACK and investigate if TPACK levels are significantly different in terms of gender, teaching experience, the level of schools and teacher level of education. We conducted a quantitative study with a crosssectional survey design. Data were collected from 210 mathematics teachers and analyzed by ANOVA. This study suggests that there were significant differences in teachers’ level of TPACK according to their gender and the level of education. However, it was found that there was no significant difference in teacher level of TPACK according to their teaching experience and the level of schools. To a large extent, this study suggested that teacher demographic background determine their TPACK.