The relationships between secondary school mathematics teachers' technological pedagogical content knowledge and their professional efficiency

The aim of this study is to examine elementary mathematics teachers' self-efficacy and their Technological Pedagogical content knowledge. The study group of the research consists of 215 elementary mathematics teachers, 115 female and 100 male, working in secondary schools in central districts of Hatay province. Simple random sampling method was used to determine the participants who will take part in the research. In the research, a questionnaire consisting of a Technological pedagogical content knowledge scale (TPACK), a Self-Efficacy Scale and a personal information form was used to collect data. Due to the pandemic conditions, the data collection process was carried out through online platforms. In the study, elementary mathematics teachers' self-efficacy and TPA knowledge were dependent variables; The teacher's seniority in the profession, access to instructional technologies at school, gender, level of use of technology, frequency of use of instructional technologies in the teaching process are considered as independent variables. T-test and one-way analysis of variance (ANOVA) were used to determine whether teachers' technological pedagogy content knowledge and self-efficacy differ according to independent variable categories. The relationships between TPACK sub-dimensions and self-efficacy were examined by correlation and regression analyzes. Spss 22 package program was used in the analysis of the data, and the statistical significance level was accepted as p<0.05. According to the findings, it was determined that the TPACK levels of elementary mathematics teachers were high. There are positive and significant correlations between TPACK and self-efficacy; It was seen that the most related sub-dimension with self-efficacy was pedagogy knowledge, and the lowest related sub-dimension was technology knowledge. In addition, it was determined that all sub-dimensions of TPACK were significant predictors for self-efficacy.