Teachers' computer self efficacys

It is known that the importance of the computer is increasing day by day in our educational system. Information technology classes are founded and the personnel of Ministry of National Education is exposed to computer and internet education, with the works of Ministry of National Education, started in 2001 to provide the usage of computer consciously. With this education it is aimed that the teacher can use this technology and computer in their lessons and studies. Teachers? anxiety, attitude and self efficacies to computer are completely important in using this technology. The aim of this research is to determine the level of teachers? computer self efficacy, studied MLO and primary schools in Balıkesir and research whether the self efficacy changes according to their age, gender, seniority, department, owning computer and frequency of computer usage. Singular and correlational models were used in this research. The data which was needed for the research to reach its aim were obtained from ?Computer Self Efficacy Scale?. The scale was applied to teachers in primary education schools in 2005-2006 education years. Population of this research was 1714 teachers from 102 primary education classes in Balıkesir. However, proportioned cluster sampling was used in this research because of population size and the difficulty in obtaining data and 491 teachers from 15 primary schools were determined as research?s sample. Descriptive statistics, t-test, variance analyses and Tukey test were used to analyze the data obtained from the research. In the research, 0.5 reliance level was accepted assignificant level. SPSS 11.5 package program was used for all of the statistical analyses related to this research. According to the results we obtained from the research; the teachers? level of computer self efficacy was in the middle position with the 71.52 point. The difference between 20-25 aged teachers? average, 21-45 aged teachers? average, above 46 aged teachers and 36-40 aged teachers? average were found meaningful in terms of age and computer self efficacy of teachers. However, there was not a significant difference between gender and computer self efficacy of teachers. There was a significant difference between the average of teachers having 0-5 years experience and teachers having above 46 years experience, the average of teachers having 21-25 years experience and teachers having 16-20 years experience in terms of seniority and computer self efficacy of teachers. There was a significant difference between the computer teachers and the other all departments for computer teachers in terms of the department and computer self efficacy of teachers. There was also a significant difference for teachers having computer in terms of owning a computer or not and computer self efficacy. According to the frequency of computer usage, amoung computers self efficacy of teachers, there was a significant difference between the average of teachers never using the computer and the teachers using it frequently, the teachers often using the computer, the teacher using the computer and the teachers using the computer sometimes. As a result, there was a significant difference between self efficacy of teachers in terms of age, department, seniority, frequency of computer usage and the owning computer but; there was not a significant difference in terms of gender.