This study explored the relationship between the dynamics of teacher digital pedagogy and teacher efficacy in promoting partnerships with families. By investigating how teachers' technological expertise intersects with their ability to engage and collaborate with families, the purpose of this study was to shed light on the impact of digital tools and knowledge on educational partnerships. Using a non-experimental survey research design, data were collected via two questionnaires, Technological Pedagogical Content Knowledge Short Questionnaire (TPACK.xs) and the Teacher Efficacy for Promoting Partnership Measure (TEPP). The sample consisted of 57 full-time K-12 teachers, between the ages of 18-60 residing in the United States. The analysis revealed strong positive correlations between the four predictor variables technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPCK). Moreover, TK, TPK, TCK, and TPCK were statistically significant in predicting TEPP (p < 0.05). The study's findings suggests that teachers who possess a more integrated and advanced understanding of digital pedagogy are more effective in building and maintain collaborative relationships with families and highlight avenues for future research exploring the prominent traits among educators that foster inclusive and collaborative efforts for advancing education and instructional programs within the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]