Determination of teachers' self-efficiency for educational technology standards and technostress levels

This study aimed to determine and investigate secondary school teachers' self-efficacy levels in relation to educational technology standards and their technostress levels. The research was contucted with 11 different branch teachers working in the central district of Nevşehir during the 2022-2023 school year. 223 teachers participated in the research. It is quantitative research that includes an easily accessible case sample in the survey model. The Self-Efficacy Scale for Educational Technologies Standards consisting of 5 factors and 40 items was developed by Şimşek and Yazar (2016) to determine teachers2 self-efficaty levels towards educational technology standards, 5 factors and 40 items developed by Çoklar, Efilti, and Sahin (2017) to determine teachers' technostress levels. Teachers' Technostress Level Determination Scale consisting of 28 items was used. It was investigated whether teachers' self-efficacy levels for educational technology standards and their technostress levels showed a statistically significant difference depending on their gender, educational status, branches, years of seniority. The quantitative data obtained were analysed using the SPSS program. According to the results obtained from the research; sub-dimensions "Facilitating Students' Learning and Encouraging Creativity", "Designing and Developing Learning Environments and Assessment Activities Suitable for the Digital Age", "Pioneering the Working and Learning Understanding of the Digital Age" and "Participating in Professional Development and Leadership Activities", "Model in Digital Citizenship" It was concluded that the self-efficacy scale for educational technology standards, which is "Being", was answered as "Agree" and "Completely Agree" and teachers' self-efficacy for educational technology standards was at a high level. When examined by gender variable, it was found that there was no significant difference between female and male teachers in terms of their self-efficacy for educational technology standards and they had high self-efficacy. It was observed that there was a significant difference in favour of female teachers in the sub-dimension of "Being a Model in Digital Citizenship". When examined according to the educational status variable, it was concluded that although both groups of teachers had high self-efficacy, there was a significant difference in favor of postgraduate teachers. When examined by the branch variable, it was determined that there was a high level of self-efficacy and a significant difference in favor of information technologies and software course teachers. When examined by the variable of seniority, it was seen that there was a significant difference in favor of teachers with 20 years of seniority or less, although teachers exhibited high level of self-efficacy. Teachers, whose sub-dimensions were "Learning-Teaching Process-Oriented Technostress", "Technostress with a Technical Subject Orientation", "Social-Oriented Technostress", "Technostress for Profession", "Personal Technostress", answered "Partially Agree" the scale to determine technostress levels as and it was moderate. It was concluded that they have high level of technostress. It was concluded that they have a high level of technostress. When examined by the variables of gender, education level, branch and seniority, it was found that there was no significant difference. In technology-oriented technostress levels, a result was obtaied in favuor of teachers whose branches are information technologies and software. It has been concluded that teachers with 0 to 5 years of experience have higher levels of technostress focused on the learning-teaching process. In this context, it was stated that studies should be carried out in order to reduce the technostress levels of teachers and to include educational technologies more in the classroom environment. In this context, some suggestions have been presented.