Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs

Abstract

This study aims to examine classroom teachers' technological pedagogical content knowledge and classroom teachers' self-efficacy beliefs. The research was conducted in the correlational research model, one of the general survey models. The sample of the research consisted of 1127 classroom teachers working in 150 primary schools affiliated with the Manisa Provincial Directorate of National Education in the 2020-2021 academic year. The research data were collected using online data collection tools consisting of three parts. "Technological Pedagogical Content Knowledge Scale for Classroom Teachers" and "Teacher Self-Efficacy Scale" were used as data collection tools. Descriptive statistics, ANOVA, Kruskal Wallis H Test and Pearson Correlation analyses were used in the analysis of the data. The results of the research showed that classroom teachers' technological pedagogical content knowledge and self-efficacy beliefs were at a high level. It was determined that the technological pedagogical content knowledge of classroom teachers showed statistically significant differences according to the variables of the duration of computer technology usage and the duration of mobile technology usage, and it was determined that there was no statistically significant difference in terms of gender and professional seniority variables. Teacher self-efficacy levels of classroom teachers showed a statistically significant difference in terms of professional seniority, duration of use of computer technologies and duration of mobile technologies, but there was no significant difference in terms of gender. Finally, with Pearson Correlation Analysis, it was concluded that there was a high level of a positive and significant relationship between classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs.

The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

“…The research has confirmed that when teachers have a strong belief in information technology integration and believe that learning and using technology is interesting, important and useful, they will have a stronger motivation to improve the ability of information technology integration, and then obtain a higher level of TPACK (Anderson and Maninger, 2007;Hsu et al, 2017;König et al, 2022). Conversely, teachers with high TPACK levels but low information technology integration self-efficacy, perhaps, do not use these skills effectively (Kaşci and Selçuk, 2021). TPACK and information technology integration self-efficacy interact with each other, and this interaction also change with research background.…”

“…(3) Teachers' self-efficacy scale was used to measure information technology integration selfefficacy. Some scholars directly use teachers' self-efficacy scale (TSE) (Tschannen-Moran and Woolfolk Hoy, 2001), but they emphasize the practical background of information technology integrated into teaching (Mishne, 2012;Song and Sun, 2014;Joo et al, 2018;Kaşci and Selçuk, 2021). This type of measurement method aims to evaluate teachers' beliefs in their own abilities and accomplishments, which is broader than directly focusing on information technology integration self-efficacy.…”