Investigation of the relationship between classroom teachers' perceptions of efficacy for 21st century skills and levels of digital literacy

The aim of this study is to examine classroom teachers' competence perceptions of 21st century skills and their digital literacy levels in terms of various variables. The sample of the study, in which the relational screening model was used, consists of 340 classroom teachers working in public and private primary schools in the city center of Denizli, selected by the convenient sampling method. "Personal Information Form" to collect the data of the research, "Digital Literacy Scale" consisting of 17 items to measure digital literacy levels, and "21st Century Scale" consisting of 42 items to measure 21st century skill perceptions. "21st Century Skills Efficacy Perception Scale" was used. According to the results of the research, it was seen that classroom teachers' 21st century skills competency perceptions were high in the sub-dimensions of "learning and innovation, life and career and information, media and technology". There is a significant difference in classroom teachers' 21st century skills competence perceptions according to the variables of gender, age, marital status, title, seniority, education level, school type, grade level taught and daily internet usage time. It was observed that the digital literacy levels of classroom teachers were high in the "attitude, technical, cognitive and social" sub- dimension. While there is no significant difference in the digital literacy levels of classroom teachers according to the educational level variable, there is a significant difference according to the variables of gender, age, marital status, title, seniority, school type, grade level taught and daily internet usage time. Another result of the research showed that there were moderate, positive and significant relationships between classroom teachers' 21st century skills competency perceptions and digital literacy levels. According to the results of the multiple regression analysis, it was seen that the digital literacy levels of classroom teachers were an important predictor of their 21st century skills. Key Words: 21st century skills, Digital literacy, Classroom teachers