This study investigated the effect of Techno-Pedagogical And Content Knowledge (TPACK) in enhancing the Pedagogical Competence of secondary level English language teachers. Utilizing a quasi-experimental, single-group pre-test and post-test design, the research involved a purposive sample of 35 English teachers from various secondary schools. The participants underwent a four-week intensive TPACK-ELT enhancement programme focused on the organic integration of subject-specific digital tools into their instructional practice. Data were collected using a 4-point Pedagogical Competence Observation Rubric (PCOR), which was evaluated by three independent observers. The results, analysed through single group t-test, revealed a statistically significant improvement in Pedagogical Competence. The findings demonstrate that when technology training is grounded in specific linguistic content and pedagogical strategies, teachers move beyond superficial technical usage toward transformative instructional delivery. The study concludes that TPACK is a vital component of modern professional competence and recommends that educational policy must shift from generic ICT workshops to subject-specific techno-pedagogical development programmes. This research provides a robust blueprint for bridging the digital pedagogical gap in secondary ELT contexts.
Beena Rani S (Thu,) studied this question.