Investigation of teachers' program and technology literacy and professional competence perceptions according to the relationship between them and some variables

Numerous aspects of life must be reviewed in light of global developments and changes. Without a doubt, education is the most crucial of these components. The student profile that requires training has been revised to reflect the changing expectations of schooling. The presence of instructors with a range of standards and abilities is crucial to the education system's ability to adapt to changing times and reflect innovations and advances. In order to keep up with this development and to train pupils in line with the demands of the modern world, teacher competences and credentials have also changed. However, in order to stay up to date with the rapidly evolving technology and to actively benefit from it at the appropriate time and location, teachers must possess a solid understanding of the fundamental concepts of the subject and be able to arrange them in accordance with the content of the subject. Therefore, the purpose of this study is to determine the degree to which instructors possess the competences that are expected of them as well as the connections between these talents. Teachers employed in Ministry of National Education-affiliated schools in a randomly chosen central district (İzmir, İstanbul, Trabzon, Antalya, Diyarbakır, Elazığ, Konya) across seven provinces and seven geographical regions during the 2022- 2023 school year make up the study's population. Ater removing the outliers, 1311 teachers were included in the sample. The structural equation model and relational screening were used to guide the investigation. In this study, "Curriculum Literacy Scale", "Technology Literacy Scale" and "Professional Competence Perception Scale" were used as data collection tool. The study found that teachers had good perceptions of their professional competence, program literacy, and technological literacy. It was determined that teachers in primary schools had higher program literacy levels than teachers at other levels, that teachers who used information tools sufficiently had higher technology literacy levels, and that teachers who took part in in-service training had higher perceptions of their professional competence. Program literacy and professional competence perception levels were found to be positively correlated, however there was no significant correlation between instructors' program literacy and technological literacy levels. Technology literacy and the degree of perceived professional competence were found to be positively correlated at the low level. It was examined if the dependent variables had a mediating influence based on the relationships found in the study and the literature. It was found that technological life-oriented skills had a mediating effect on the learning-teaching process's prediction of the teaching and learning process, as well as on measurement-evaluation's prediction of measurement-evaluation competence. It was determined that technology life-oriented abilities had a mediation effect after examining their mediating influence on the prediction of educational education planning by the program goals. Based on the study's findings, it is recommended that educators receive training on how to use informatics tools and become more familiar with the programs.