Examining the relationship between primary school teachers' computational thinking skills, STEM application self-efficacy and 21st century skills self-efficacy perception levels

This study was conducted to examine the relationship between classroom teachers' 21st century skills self-efficacy levels, computational thinking skills and STEM applications self-efficacy levels. The sample of the study consists of 440 primary school teachers. In order to collect data within the scope of the study, "Personal Information Form", "STEM Applications Teacher Self-Efficacy Scale", "Computational Thinking Skills Scale" and "21st Century Skills Self-Efficacy Perception Scale" were applied. SPSS 22 package program was used to analyze the data obtained in the study. Since the data showed normal classification, they were analyzed by applying t-test, ANOVA, Bonferroni, correlation and multiple regression. In addition to these, the eta-square (η2) value was calculated to determine the degree of significance between the variable groups. According to the data obtained in this study, it was found that there was a significant difference between the 21st century skills self-efficacy levels, computational thinking skills and STEM applications self-efficacy levels of primary school teachers according to the region and period of service. In addition, it was determined that there was a significant difference in STEM practices self-efficacy levels according to gender and educational status variables. According to the results of the correlation analysis, it was determined that there was a weak positive relationship between the STEM practices self-efficacy variable and the 21st century skills self-efficacy computational thinking skills variables. In addition, it was determined that the relationship between the 21st century skills self-efficacy variable and the computational thinking skills variable was positive and moderate. According to the results of multiple regression, it was determined that there was a significant prediction between classroom teachers' computational thinking and 21st century skills self-efficacy levels and STEM applications teacher self-efficacy levels. As a result, it was determined that 21st century skills self-efficacy and computational thinking skills affect STEM implementation self-efficacy levels.