This study aimed to investigate the effectiveness of a training program based on the technological pedagogical content Knowledge framework (TPACK)in teaching performance and self-efficacy in integrating technology among mathematics teachers, and the mathematical proficiency of their students. The study sample consisted of two categories: the female teachers' category, which included (41) female teachers who were divided into two groups: an experimental group consisting of (21) female teachers and a control group consisting of (20) female teachers. The sample of female students included (1183) female students from the eighth grade taught by female teachers. The study sample was divided into two groups: an experimental group consisting of (610) female students and a control group consisting of (573) female students. To achieve the objectives of the study, the educational material included in the training program based on the knowledge of the TPACK framework and built according to the training needs of the experimental group teachers was prepared. Four tools for the study were also prepared: the teaching performance observation card, the self-efficacy scale in integrating technology for teachers, the cognitive mathematical proficiency test, and the measure of productive disposition towards mathematics for female students. The indications of validity and reliability of these tools were extracted by appropriate methods, and they were found to be acceptable for the study. In order to answer the questions of the study and test the hypotheses associated with it, multiple analysis of variance (MANOVA), the independent sample t-test, and the analysis of covariance test (ANCOVA) were used. The results showed that there were statistically significant differences in favor of the teachers of the experimental group in all teaching performance skills (planning, implementation, evaluation) and teaching performance as a whole, and self-efficacy towards technology integration. The results showed that there were statistically significant differences in favor of the female teachers of the experimental group in mathematical proficiency. In light of these results; The study recommended several recommendations, the most important of which are: Adopting the TPACK framework as a framework for the sustainable professional development of mathematics teachers, and achieving this by being guided by the training program. The study also recommended providing wide ‌opportunities for cooperation between mathematics teachers to plan mathematics lessons according to educational technological knowledge of mathematical content. In addition, holding training courses for mathematics teachers in different educational stages to enable them to acquire teaching skills based on mathematical proficiency. The study also suggested conducting further studies to investigate the effectiveness of training programs based on the TPACK framework on other variables related to the teacher and the student.