The development of e-learning and digital campus has prompted more and more teachers to assign online homework to students. Consequently, teachers need to pro-vide sufficient and relevant guidance for such homework.Teachers’ online homework guidance (TOHG) is concep-tually connected with their level of technological pedagog-ical content knowledge about educational use of Web(TPACK-W). This study employed two questionnaires: a self-developed questionnaire for TOHG and a revised TPACK-W questionnaire to study how TOHG is associated with TPACK-W through correlation and regression analysis.Two hundred and eighty-four teacher participants from China who had experience in assigning online homework were asked to complete the questionnaires. This study vali-dated the questionnaires and established significant rela-tionship between the TOHG and TPACK-W. The study expanded current understanding of TPACK through thefactors associated with online homework. The findings showed that the level of teachers’ online homework guidancew as significantly related to their TPACK-W, and the twofactors of Web-Pedagogical Knowledge and Web-Peda-gogical-Content Knowledge in the TPACK-W question airecould predict the TOHG. Future teachers’ professional development for the construction of TPACK-W should include discussions and guidelines of online homework.

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• The Relationship Between Teachers’ Online Homework Guidanceand Technological Pedagogical Content Knowledgeabout Educational Use of Web