Examining Teachers’ Self-efficiency Regarding Web Pedagogical Content Knowledge Framework

Technology has been always important for all industries and due to the dramatically increase and its influence of it in education, in the last decades there has been a crucial need for teachers to learn how to adopt, integrate and apply new technologies in their instruction. Accordingly, this study investigated the level of teachers’ knowledge in Web Pedagogical Content Knowledge (WPCK) framework with respect to some of their personal characteristics such as age-range, gender, years of experience in teaching, division of teaching, and access to the internet outside the school. To fulfill this, a survey implemented in Eastern Mediterranean University (EMU) targeting all teachers in foreign language and English Preparatory School including (FLPS) total number of 167 instructors. A questionnaire called Technological Pedagogical Content Knowledge-Web (TPCK-W) developed by Lee and Tsai (2010) has been applied by this study as a survey instrument. As a result of measuring coefficient, mean, standard deviation, and probability value (P-value), this study found high level of knowledge in WPCK framework as well as notable positive attitude toward the Web-based instruction. Furthermore, some significant correlations have been found in some different factors of Web-general (WG), Web-communicative (WC), Web pedagogical content knowledge (WPCK). Keywords: TPCK-W, Technological Pedagogical Content Knowledge-Web