The relationship between secondary school English teachers' attitudes towards using interactive whiteboards and self-efficacy beliefs

Purpose: In this study, it was aimed to examine the relationship between secondary school English teachers' attitudes towards using interactive whiteboards and their self-efficacy beliefs. Method: In the study, correlational model, one of the quantitative research methods, was used. The population of the study consists of 326 English teachers working in the central public secondary schools affiliated to the Ministry of National Education in the central Odunpazarı and Tepebaşı central districts of Eskişehir province in the 2022-2023 academic year. The sample of the study was determined by appropriate sampling method and 216 English teachers participated in the research. In the study, "Personal Information Form" was used to determine the demographic information of English teachers, "LCD Panel Interactive Board Attitude Scale" was used to determine their attitudes towards using interactive boards and "Teacher Self-Efficacy Belief Scale" was used to determine self-efficacy beliefs. Descriptive statistics, t-test, ANOVA and Pearson correlation analysis were used to analyze the data. Results: According to the findings, the attitudes of English teachers towards using interactive boards and teacher self-efficacy beliefs were at a medium level. When both scales used in the study were examined in terms of demographic variables; age, length of service in the teaching profession, weekly use of the interactive board (hours), the status of using the interactive board in teaching the most, the status of using the interactive board in lessons (years) and the status of participating in the training/activity in the last year for the use of the interactive board, there was no significant difference according to the variables of gender and the average duration of using the interactive board in a lesson hour findings. It was found that there was a high level and significant relationship in a positive direction between teachers' attitudes towards using interactive boards and their self-efficacy beliefs. Conclusion and Suggestions: The use of technology in the course is of great importance in terms of presenting the language skills as they should be in English teaching and including the students in this process. In this direction, it is seen that the attitudes of secondary school English teachers, who have had the opportunity to use interactive boards and are carrying out activities in this direction, are at a sufficient level to use interactive boards, so in general, the participants have a positive attitude about using interactive boards. At the same time, it is understood that teachers' self-efficacy belief is also at a medium level and their attitudes towards using interactive boards increase as their self-efficacy levels increase. In this respect, professional and technological activities that increase the self-efficacy and belief level of teachers should be included in school and out-of-school environments. In addition, the factors affecting teachers' self-efficacy beliefs and attitudes towards the use of technology should be identified. Keywords: English teacher, Interactive whiteboard, Self-efficacy, Attitude