Kofi Acheaw Owusu^1,, Joseph Kobina Baah¹

Technological Pedagogical Content Knowledge (TPACK) is a critical framework for integrating technology into teaching, yet disparities in its development among educators can undermine efforts to improve educational outcomes. This study explored the demographic factors influencing science teachers’ TPACK in Ghana’s Central Region, focusing on the roles of gender and teaching experience. Through a cross-sectional survey involving 145 Junior High School science teachers selected via simple random sampling, primary data were collected using a structured questionnaire. Multivariate Analysis of Variance (MANOVA) revealed significant disparities with male science teachers demonstrating significantly higher TPACK knowledge compared to their female counterparts and teachers with more than six years of experience demonstrated superior TPACK compared to less experienced teachers. These findings highlight critical gaps that must be addressed to ensure equitable access to professional development opportunities. By tackling gender disparities and harnessing the potential of experienced educators, this research advocates for targeted strategies to strengthen TPACK and advance science education in Ghana, fostering enhanced learning experiences for students.

Technological Content Knowledge Technological Pedagogical Knowledge (TPACK), gender disparities, teaching experience, science teachers, technology integration