The contemporary socio-constructivist approach to teacher knowledge entails the active construction of knowledge during a teacher's professional development, involving social interaction, collaboration in communities of practice and the exchange of ideas. Contemporary teacher is a reflective practitioner who develops his understanding through reflection on experiences and the acquisition of new information within the context of existing knowledge. His knowledge is context-specific, intertwined with his environment, experiences, and socio cultural factors that play a crucial role in the creation, understanding and application of knowledge. The evolving image of teacher knowledge reflects changes in the educational environment, including technological innovations, societal shifts and the development of pedagogical theories. Therefore, as the starting theoretical framework of this research, the Technological Pedagogical Content Knowledge (TPACK) model by Mishra and Koehler (2006) was adopted. This model integrates three fundamental dimensions of teacher knowledge (pedagogical, content, and technological) and four hybrid dimensions that emerge from their interaction (pedagogical content, technological content, technological pedagogical, and technological pedagogical content knowledge). Considering limited, almost non-existent scientific production in our national context regarding the TPACK knowledge of elementary school teachers, the aim of this quantitative research was to examine teachers' self-assessed knowledge in the components of TPACK knowledge. This was achieved by shedding light on still unresolved relationships among the dimensions of TPACK knowledge and contradictory or unclear results associated with participants' socio-demographic characteristics. The empirical research was conducted from May to July 2022, using a survey method on a sample of 609 subject teachers in randomly selected primary schools from five Croatian regions: Dalmatia, Istria and the Croatian Coast with hinterland, the City of Zagreb, Northern Croatia and Slavonia. The first research assignment was to determine the factor structure of the applied TPACK questionnaire (Schmid et al., 2020). Factor analysis confirmed a factor structure based on the TPACK model, which, in contrast to the original model with seven knowledge dimensions, comprises five factors: pedagogical knowledge, content knowledge, technological knowledge, technological content knowledge and technological pedagogical content knowledge. The internal consistency of the final five-factor model, expressed by Cronbach's alpha and McDonald's omega coefficients, indicates excellent reliability for almost all sub scales, with CK sub-scale also displaying acceptable coefficient values. The second research assignment involved identifying the relationships between TPACK knowledge components. Descriptive parameters indicate a high level of teacher self-confidence in their TPACK dimensions of knowledge, with the highest average ratings in pedagogical and content knowledge and slightly lower but still high ratings in dimensions involving technology. Correlation analysis confirmed positive and statistically significant correlations between different dimensions of teacher knowledge, aligning with the theoretical model. The strongest correlations were found between technological pedagogical content knowledge and other technological dimensions. A weak correlation between fundamental knowledge dimensions (pedagogical and technological knowledge, content and technological knowledge) inicates their specific purposes and focuses. Pedagogical and content knowledge have a higher correlation than each of these dimensions with technological knowledge, although it is still moderate. The third research assignment aimed to determine differences in teacher self-assessment of knowledge according to the TPACK model, taking into account socio-demographic variables: gender, age, work experience, educational field, geographic region, career progression and participation in professional development. Statistical analyses identified differences in teacher self-confidence across all five TPACK knowledge components concerning educational field, career progression and participation in professional development. Gender, age, work experience and the geographic region of participants were significant variables in determining differences in certain knowledge dimensions. Statistically significant differences in teacher self-assessment were found in technological and technological content knowledge concerning gender, technological knowledge in terms of age and work experience, and pedagogical and content knowledge based on the participants' geographic region. The findings of this research indicate cultural and contextual differences in educational systems, as well as certain limitations in the theoretical model that may arise from vague boundaries of individual knowledge dimensions. This dissertation emphasizes the importance of understanding variations in teacher confidence in different aspects of their knowledge and provides relevant scientific insights that may be valuable in setting guidelines and strategies for the future, directed towards the professional development of teachers and new curricula in higher education with the aim of enhancing the model of educational practice and the effective development of teacher and student competencies.