Abstract: This research, entitled "Enhancing Teaching Performance through Technological Pedagogical Content Knowledge (TPACK): A Study of Mathematics Teachers in Private Institutions," examines the TPACK and teaching performance of 100 secondary mathematics educators in private institutions in Nueva Ecija. Research indicates that educators exhibit a good level of TPACK, reflecting confidence and proficiency in utilizing technology to improve mathematics instruction. The teaching performance of these educators is positively assessed, with teachers demonstrating excellence in fundamental instructional techniques, including lesson preparation, classroom management, and instructional clarity. However, several domains, particularly in accommodating individual student differences, were recognized as requiring additional assistance and enhancement to promote inclusive learning. The study reveals a substantial positive link between TPACK and teaching performance, emphasizing the essential significance of technological integration in enhancing teaching effectiveness. The findings indicate that focused professional development designed to improve teachers' TPACK may further elevate instructional quality and student engagement in mathematics. Furthermore, providing educators with techniques to accommodate varied learner demands may enhance the whole educational experience, rendering mathematics instruction more flexible and efficient.

Keywords: Mathematics Teachers, Private Institutions, TPACK, Technological Integration, Teaching Performance

| DOI: 10.17148/IARJSET.2024.111024