Bridging Pedagogy and Content: An Analytical Mixed-Method Study of the Impact of Pedagogical Content Knowledge (PCK) on Self-Efficacy and Teaching Effectiveness in Physics

The effectiveness of physics teaching is significantly influenced by teachers’ ability to integrate subject knowledge with appropriate pedagogical strategies. This integration, conceptualized as Pedagogical Content Knowledge (PCK), plays a crucial role in enhancing instructional quality and student learning outcomes. The present study examines the impact of PCK on teacher self-efficacy and teaching effectiveness in physics education. A mixed-method research design, specifically the convergent parallel model, was adopted to collect and analyze both quantitative and qualitative data. The quantitative data were collected from a sample of 120 secondary school physics teachers using standardized instruments, including a PCK scale, Teacher Self-Efficacy Scale (TSES), and Teaching Effectiveness Scale. Statistical techniques such as mean, standard deviation, Pearson correlation, regression analysis, and mediation analysis were applied. The results revealed a strong positive correlation between PCK and self-efficacy (r = 0.68) and between PCK and teaching effectiveness (r = 0.72). Regression analysis indicated that PCK significantly predicts both self-efficacy (β = 0.65, p < 0.01) and teaching effectiveness (β = 0.70, p < 0.01). Furthermore, mediation analysis demonstrated that self-efficacy partially mediates the relationship between PCK and teaching effectiveness. The qualitative findings, based on interviews and classroom observations, revealed that teachers with strong PCK demonstrate higher conceptual clarity, employ diverse instructional strategies, actively engage students, and adapt teaching methods according to learner needs. The study concludes that strengthening PCK is essential for improving both teacher confidence and teaching effectiveness in physics education.