Self-Efficacy Perception of Education Faculty Members on Technology Integration

Abstract

The changing needs of the student in present contemporary times do require the progress and development of the teacher competencies. Should the competencies of the teacher not develop; certain problems will be faced such as not being able to meet the needs of the society as well as not reaching the intended student-learner quality. Therefore, teachers need to have the competence to use today's information and communication technologies effectively and efficiently. From this point of view, the aim of this study is to reveal the technology integration self-efficacy perceptions of the Education Faculty members. The study universe of the research consists of 207 instructors teaching at the faculty of education in 2022-2023. Within the scope of the research, the general survey model, applicable as one of the quantitative research methods, has been used. The Technology Integration Self-Efficacy Perception scale, which had been adapted into Turkish by Ünal and Teker (2018), has also been used as the data collection tool. The data obtained in the study then have been analyzed with the SPSS 21.0 program. While determining the effects of gender, age and department variables on technology integration self-efficacy perception, independent sample t-test and one-way analysis of variance (ANOVA) test have been applied. As a result of the study, it is determined that the technology integration self-efficacy perceptions of the instructors working in the Education Faculty have been understood to be high. A significant difference has been spotted in technology integration self-efficacy perception levels among the gender, age and department variables. Accordingly, thus, the study has shown that the male instructors had had a higher technology integration self-efficacy compared to the female instructors. It has also been observed that the self-efficacy perceptions of the 65 years and older faculty members were lower. Finally, it has been determined that the teaching staff of the the Computer and Instructional Technology Teaching Department had higher technology self-efficacy perceptions compared to other departments.