This quantitative descriptive-correlational study, anchored from the Technological Pedagogical Content Knowledge (TPACK) Framework and Activity Theory, investigated the proficiency, integration behaviors, and contextual constraints faced by primary school teachers in Zone III, Division of Catanduanes. The central aim was to establish the level of Technological Knowledge, describe Integration Practices, and identify major Challenges of the primary school teachers to inform a strategic action plan. Utilizing stratified random sampling, data were collected from 122 teachers (out of N=176) via a validated survey instrument. Findings revealed that primary school teachers possess a Very High level of Technological Knowledge (Overall Weighted Mean [OWM]=3.68), with Technological Pedagogical Knowledge (OWM=3.76) ranking highest. Correspondingly, teachers demonstrated a high level of technology integration practices (OWM=3.53), showing the strongest application in lesson planning (OWM=3.76). However, the Use of Technology for Assessment and Evaluation (OWM=3.20) indicated the most significant area for improvement. The correlation analysis confirmed significant positive relationships across all variables: Technological Knowledge and Practices (r=0.934), Knowledge and Challenges (r=0.657), and Practices and Challenges (r=0.882). While the overall perception of Challenges was rated as Less Serious (WM=2.39), Technological Infrastructure and Accessibility was identified as the most pressing hindrance (WM=2.52). The results affirm the high technological readiness of the teaching workforce but underscore the critical need for systemic support. The study concludes with a proposed Strategic Action Plan targeting infrastructure upgrade and sustained TPACK-focused professional development to bridge the gap between high competency and the full realization of integration potential within this specific educational context.

Keywords: Technological Pedagogical Content Knowledge (TPACK), Technology Integration Practices, Primary School Teachers, Educational Challenges, Catanduanes Division (Zone III)