Investigation of teaching motivation, technological leadership and technology self-efficacy of faculty members in the emergency distance education process of the COVID-19 pandemic period

This research aims to examine the teaching motivations, technology self-efficacy and technology leadership of the instructors who are involved in the emergency distance education process during the COVID-19 pandemic period. The universe of the research consists of academic staff who took part in the Covid-19 pandemic process at universities throughout Turkey. The sample of the research is composed of 348 academicians who teach at associate, undergraduate and graduate levels of Erzincan Binali Yıldırım University. Survey model, one of the quantitative research methods, was used in the research. In collecting the data, "Teaching Motivation Scale" was used to determine the teaching motivation levels of the instructors, "Technology Self-Efficacy Scale" to determine the technology self-efficacy, and "Technological Leadership Scale" to determine the technology leadership. In addition, a personal information form was created in order to learn the demographic information of the instructors. SPSS 23 software was used to analyze the data. Personal information of the participants was presented with descriptive statistics (standard deviation, frequency, percentage, arithmetic mean). T-test, correlation analysis and one-way analysis of variance (One Way ANOVA) tests were conducted to determine the relationships between teaching motivations, technology self-efficacy and technological leadership of the instructors in terms of independent variables (gender, age, professional experience, academic title). According to the results of the research, it is seen that the teaching motivation levels, technology self-efficacy and technology leadership of the teaching staff are at high levels. It was seen that there was no relationship between the teaching motivation of the lecturers and their technology self-efficacy and technological leadership. However, it has been concluded that there is a moderate relationship between technology self-efficacy and technological leadership. In terms of gender, the teaching motivations, technology self-efficacy and technological leadership of the instructors do not change. In terms of age, the teaching motivation of the instructors was found to be similar between the groups. However, it was concluded that the technology self-efficacy and technological leadership of academics aged 20-29 were higher than those over 60 years old. While it was seen that the teaching motivation and technology self-efficacy of the instructors did not change according to the years of professional seniority, it was found that the technological leadership was higher than those who worked for 5-10 years compared to those who worked for 10 years and more. It was concluded that the teaching motivations did not change according to the academic title. However, it was concluded that the technology self-efficacy and technological leadership of the research assistants were higher than those who had a PhD.