The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non-intervention settings. One-hundred and nine in-service teachers from elementary to high schools participate in this study. Our findings reveal that compared to personal characteristics, teacher value beliefs are the only variable that can significantly predict TPACK across both settings. In addition, in the non-intervention setting, the relations between personal characteristics and TPACK are also moderated by teacher value beliefs. How to foster teacher value beliefs around technology integration is discussed. •Examine the relations among value beliefs, personal characteristics, and TPACK.•The study was situated in intervention and non-intervention settings.•Value beliefs significantly predicted TPACK in both settings.•The moderation effects of value beliefs were found in non-intervention settings.•Value beliefs act as the pivotal factor for reframing teacher learning programs.