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.