The impact of TPACK skills on the professional identity of Senegalese teachers: a quantitative study

<p dir="ltr">The Senegalese education system is currently experiencing a substantial digital transformation that will profoundly impact pedagogical practices and the professional requirements placed on teachers. This study analyzes the impact of techno-pedagogical skills (TPACK) on the construction of the professional identity of technical secondary school teachers in Senegal. A cross-sectional quantitative approach was employed, and 155 teachers were surveyed using a questionnaire that assessed their mastery of the TPACK dimensions and the components of professional identity, including centrality, valence, solidarity, and self-presentation. The collected data underwent rigorous analysis using factor analysis and linear regression. The analysis revealed that the teachers exhibited a robust professional identity, as evidenced by their high scores on the centrality and selfpresentation dimensions of the professional identity scale. However, the integration of technology in their pedagogical practices was found to be only moderate. The analysis revealed that pedagogical and disciplinary skills (β=0.668) predominantly predict this identity, while technological integration has a significant but limited impact (β=0.127). The findings underscore the necessity for in-service training that integrates digital tools, pedagogy, and local contexts to facilitate the adoption of ICT without compromising the teacher's identity. This research underscores the necessity for balanced educational policies that value both traditional expertise and digital innovation.</p>