Abstract
This study aimed to develop a model explaining the mediating role of gamification in teaching effectiveness within the primary science education context. Data were collected from 686 primary school teachers in Perak using validated questionnaires on Technological Pedagogical Content Knowledge (TPACK), Teacher Behaviour, Teacher Self-Efficacy, Psychological Characteristics, Gamification, and Teaching Effectiveness. Measurement model analysis confirmed satisfactory reliability and validity (CR = 0.892_0.991; AVE = 0.623_0.868). Partial Least Squares Structural Equation Modeling (PLS-SEM) was conducted using SmartPLS 4.The results showed that Teacher Behaviour (_ = 0.063, p < 0.001), Self-Efficacy (_ = 0.159, p = 0.001), Psychological Characteristics (_ = 0.149, p = 0.001), and Gamification (_ = 0.143, p = 0.004) significantly influenced Teaching Effectiveness, while TPACK was not significant (_ = 0.063, p = 0.135). Mediation analysis revealed that Gamification significantly mediated the effects of TPACK (_ = 0.048, p = 0.008), Teacher Behaviour (_ = 0.024, p = 0.008), and Self-Efficacy (_ = 0.038, p = 0.010) on Teaching Effectiveness, but not Psychological Characteristics (_ = 0.005, p = 0.497). The model explained 38% of the variance in Gamification (R_ = 0.380) and 25% in Teaching Effectiveness (R_ = 0.257), reflecting predictive power in the context of primary science education. In conclusion, this study highlights the importance of gamification and TPACK in enhancing science teaching effectiveness. The findings provide implications for improving teachers_ professional competence, classroom engagement, and student learning. Further longitudinal research is recommended to examine the long-term effects of gamification.