Adaptation and implementation of the self-efficiency scale for online learning

In the first stage of this study, the online learning self-efficacy scale developed by Sun and Rogers (2021) was adapted to Turkish. In the second stage, the self-efficacy levels of teacher candidates regarding online learning are investigated in terms of certain variables using the cross-sectional research method. For the sample of the study, 562 teacher candidates studying in Primary School Mathematics Teaching at Education Faculties of 4 different universities in the Central Anatolia region who agreed to participate in the research were reached through convenience sampling. Independent sample t-test was used to see if there is a significant difference between online learning self-efficacy scores of the teacher candidates by gender and a one-way analysis of variance was used to see if there is a significant difference between online learning self-efficacy scores of the teacher candidates by grade level. The scores of the teacher candidates from technology use, online learning task, instructor and peer interaction, and communication, which are the subscales of online learning self-efficacy scale, were found to be at a good level. A significant difference by gender in technology use self-efficacy levels of the teacher candidates in favor of female students and no significant difference was found between the scores from other subscales by gender. In terms of the instructor and peer interaction self-efficacy levels of the teacher candidates, a significant difference was found between 1st and 3rd-year levels in favor of 1st-year level and between the 3rd and 4th-year levels in favor of 4th-year level. No significant difference was found among grade levels in terms of other subscales. According to the results of the study, future studies can be carried out on teacher candidates studying throughout Turkey. In addition, in new studies, variables such as pre-service teachers' attitudes towards technology and technological tools, whether they have tools such as computers or tablets can be included in the study. Furthermore, qualitative data can be obtained by conducting interviews with teacher candidates.