A three-phase exploratory sequential mixed-method study was conducted to propose and test a model showing the interrelationships among the contextual factors influencing the science teachers’ Technological Pedagogical Content Knowledge (TPACK). Though developing teachers’ TPACK is critical for technology integration in education, the contextual factors influencing TPACK were mostly neglected and this study aimed to fill this gap in the literature. The first phase of the study was aimed to determine the contextual factors by interviewing science teachers and educational technology experts. The findings revealed nine common factors involving student influence, teachers’ beliefs and attitudes, technological infrastructure, administrative support, technical support, colleague interaction, lack of time, professional development, educational technology experience. In the second phase, a path model was hypothesized based on qualitative study results and related literature. In the third phase, a valid and reliable scale, named Contextual Factors Scale was developed to measure these contextual factors. Then, a questionnaire involving this scale and TPACK was administrated to 348 science teachers. Showing complex interrelationships among contextual factors, the model explained 45% of the variance in science teachers’ TPACK, with particular importance placed on professional development, teachers’ beliefs and attitudes, administrative support, and student influence. Looking from a holistic perspective, this study provided a valuable model for guiding decision-makers, researchers, and practitioners about how to improve teachers’ TPACK and technology integration in the schools. Considering the complex interrelationships in the model, some simultaneous strategies dealing with each factor should be applied to improve teachers’ TPACK and technology-related practices in the schools.

一项三阶段探索性顺序混合方法研究提出并测试了一个模型，该模型显示了影响科学教师技术教学内容知识（TPACK）的情境因素之间的相互关系。尽管发展教师的 TPACK 对于教育中的技术整合至关重要，但影响 TPACK 的背景因素大多被忽视，本研究旨在填补文献中的这一空白。研究的第一阶段旨在通过采访科学教师和教育技术专家来确定背景因素。调查结果揭示了九个共同因素，涉及学生影响、教师的信念和态度、技术基础设施、行政支持、技术支持、同事互动、缺乏时间、专业发展、教育技术经验。在第二阶段，基于定性研究结果和相关文献假设路径模型。在第三阶段，开发了一个有效且可靠的量表，称为上下文因素量表来衡量这些上下文因素。然后，对 348 名科学教师进行了涉及该量表和 TPACK 的问卷调查。该模型显示了背景因素之间复杂的相互关系，解释了科学教师 TPACK 差异的 45%，特别重视专业发展、教师的信仰和态度、行政支持和学生影响。从整体的角度来看，本研究为指导决策者、研究人员和从业人员如何提高学校教师的 TPACK 和技术集成提供了一个有价值的模型。