“Investigating the Impact of Techno-Pedagogical Competence on Teacher Effectiveness and Student Outcomes Across Diverse Educational Contexts”

Technological pedagogical competence, embedded within the framework of Technological Pedagogical Content Knowledge (TPACK), is recognised as essential to successful teaching in today's digital world. Design/methodology/approach – The study investigates the effects of techno-pedagogical skills on teacher performance and student outcomes in primary, secondary and higher-secondary educational levels reflecting diverse socio-demographics. The study uses a mixed-method approach with the data collected from 500 teachers in both urban and rural areas of Andaman & Nicobar Island. This study presents techno-pedagogical competence, teacher training and support in school as predictors of the perceived benefits against Techno stress. The quantitative data is further enriched with qualitative field notes garnered from interviews of teachers, providing a more holistic picture of how these competencies may translate into classroom dynamics and student engagement.The study reveals that due to better resource availability and professional development opportunities, the urban teachers have higher techno pedagogical competency than their rural counterparts with high levels of pedagogical content knowledge. The results suggest that sufficient school support occupies a central position in the management and minimization of techno stress and the improvement of techno-pedagogical affinities. In the final section, the study recommends some changes to TE programs and certain policies that can enhance supportive structures in schools.