Ineffective teaching remains a critical concern. The significance to forecast teaching effectiveness using content knowledge, pedagogical knowledge, and technological knowledge as predictors, was examined. Using predictive design, survey technique, cluster sampling in selecting 129 teachers, and multiple linear regression in analyzing the data, it was found that the interest variable was strongly and significantly predicted, supporting the TPACK framework. Educational leaders may strengthen teacher content, pedagogical, and technological knowledge through holistic professional development programs. Future research may explore other factors extracted from qualitative approaches to further investigate the causes of teaching effectiveness.