Investigation of the relationship between critical thinking skills of teachers at different levels and their acceptance of technology

This research aims to examine the relationships between critical thinking skills and technology acceptance of teachers at different levels and to determine whether these variables differ according to demographic characteristics. The study is designed in a correlational screening model, one of the quantitative research methods. The sample of the study consists of 457 teachers selected through convenience sampling method among teachers working in public schools affiliated with the Ministry of National Education in Istanbul. As data collection tools, a demographic information form, the Critical Thinking Standards Scale for Teacher Candidates, and the Technology Acceptance Scale for Teachers were used. In the analyses conducted with the help of SPSS software, descriptive statistics, Pearson correlation analysis, independent samples t-test, and ANOVA were used. As a result of the research, a positive moderate significant relationship was found between teachers' critical thinking skills and their technology acceptance. It was determined that teachers' critical thinking skills and general technology acceptance levels did not show significant differences according to demographic characteristics such as gender, age, education level, and professional seniority. However, significant differences were found in favor of male teachers in the perceived ease of use, perceived enjoyment, and self-efficacy dimensions of technology acceptance.