A Study of TPACK Competency and Teacher Professional Development Needs for STEM Education: A Case Study of Secondary School Teachers in Lao PDR

Abstract

The purposes of this study were: 1) to investigate the level of Technological Pedagogical Content Knowledge (TPACK) among secondary school teachers in Lao PDR for STEM education; 2) to compare teachers' TPACK levels based on gender, teaching experience, and subject areas; 3) to analyze the priority needs for professional development using the PNI_modified index; and 4) to propose appropriate guidelines for teacher professional development to enhance TPACK for STEM education in the context of Lao PDR. The sample consisted of 143 secondary school teachers from Savannakhet and Khammouane provinces. The research instrument was a 5-point Likert scale questionnaire. Data were analyzed using Mean ( ), Standard Deviation (SD), t-test, One-way ANOVA, and Priority Needs Index (PNI_modified). The research findings revealed that: 1) The overall TPACK competency of secondary school teachers was at a moderate level (  = 3.45, SD = 0.55), with Technological Knowledge (TK) scoring the lowest ( = 3.05, SD = 0.86). 2) The comparative analysis showed no statistically significant differences in TPACK levels based on gender, teaching experience, or subject areas at the 0.05 level. 3) The highest priority needs for development were the use of laboratory simulations (PNI_modified = 0.28) and the creation of instructional media from local materials (PNI_modified = 0.26), indicating a strong demand for practical technology integration over theoretical knowledge. 4) The recommended development guidelines emphasize action-based training and the establishment of Professional Learning Communities (PLC) to foster knowledge sharing and sustainable competency development.