Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

The pedagogical content knowledge (PCK) of teachers influences students’ achievement the learning outcomes. This study examined teachers’ perceived enactment PCK in biology. quantitative survey design was adopted by using a Likert-scale questionnaire consisting six components PCK, namely curricular saliency, prior knowledge, what makes subject easy or difficult, representations, conceptual teaching strategies, and assessment. Data on enacted (ePCK) were collected from 54 biology selected 14 secondary schools three districts Lusaka province. data analyzed computing descriptive inferential statistics Statistical Package for Social Sciences (SPSS) software. findings revealed that: (a) respondents’ ePCK high (M = 4.29, SD .37), (b) not influenced gender, experience, type school, (c) their academic qualifications, (d) component misconceptions most component, (e) difficult least component. results highlight areas that require enhancement. recommends teacher professional development to enhance understand. Further research may use larger samples more sources increase validity findings.