TEACHERS' SELF-EFFİCACY OF TECHNOLOGİCAL PEDAGOGİCAL CONTENT KNOWLEDGE AND USİNG EDUCATİON INFORMATİCS NETWORK

Abstract

This study attempted to explore the teachers’ self-efficacy perceptions of Education Informatics Network (EIN) use and identify whether their self-efficacy perception of Technological Pedagogical Content Knowledge (TPCK) was a predictor of their self-efficacy perceptions levels of Education Informatics Network use. This study also sought to whether teachers’ self-efficacy perceptions of the Education Informatics Network use differ according to age, professional experience, school type, level of computer use, and in-service training for Education Informatics Network use. This study was carried out with 228 teachers from different departments, who worked in high schools in Hatay/ Antakya during the 2016-2017 education year. The survey model was employed in the study, and the Technological Pedagogical Content Knowledge self-efficacy and the Education Informatics Network self-efficacy scales developed by the researcher were implemented as data collection tools. The collected data was analyzed on SPSS statistical program using descriptive statistics, independent t-test, ANOVA and multiple regression analysis. The findings revealed no significant difference in teachers’ self-efficacy perceptions levels of EIN use in terms of age, professional experience, the level of computer use. However, teachers’ self-efficacy perceptions levels Education Informatics Network use showed a significant difference in terms of the school type and in-service training for Education Informatics Network use. A striking result of the study was that the TPACK self-efficacy perception levels of teaches did not predict teachers’ self-efficacy perception levels of the Education Informatics Network use at a significant level. This result could be considered to be related to the in-service training provided to teachers.