Relationship between teachers 'technological pedagogic content knowledge, professional commitment and technology use levels

In this study, it is aimed to investigate the relationship between teachers' technological pedagogical content knowledge (TPACK), their professional commitment and level of using technology in education. For this purpose, relational survey model which is one of the survey model was used. The study was carried out with 678 teachers working in primary, secondary and high schools connected to the Ministry of National Education in 2016-2017 academic year in Van province Tusba, İpekyolu and Edremit central districts. Technological Pedagogical Content Knowledge Scale, Professional Commitment Scale and Teachers' Technology Usage Level Scale were used in the process of data collection. In the analysis of data, descriptive statistics, independent samples t-test, one-way ANOVA, Pearson correlation analysis and stepwise regression analysis were used. Some important results obtained at the end of the research are presented below: • It was found that teachers' professional commitment level was high, there was a significant difference in favor of women according to gender and 0-5 year seniority was higher commitment level. • It was found that TPACK and technology usage levels of teachers were high. TPACK and technology usage levels differ significantly in favor of male teachers, Computer and Instructional Technology teachers and teachers with 0-5 years of seniority. • There was a moderate and positive relationship between teachers' technological pedagogical content knowledge, commitment to professional and levels of using technology in education; technological content knowledge, devoted work, technological knowledge and technological pedagogical content knowledge dimensions were significant predictors of teachers' using technology in education