Investigation of the relationship between classroom teachers' self-efficacy on use of information technologies in education and their technological pedagogical content information

In this study, it was aimed to determine the relationship between primary school teachers self-efficacy in the use of information technologies in education and their technological pedagogical content knowledge and also to reveal the difference between their information technology self-efficacy and technological pedagogical content knowledge according to the demographic characteristics of primary school teachers. The study conducted in the context of this purpose is a quantitative study in the relational screening model. The sample of the research consists of all primary school teachers who actively work in public or private institutions of Aydın province Efeler district in the 2021-2022 academic year. "Personal Information Form" prepared by the researcher as data collection tool in the research, "Self-Efficacy for Use of Information Technologies in Education" developed by Deniz and Algan (2013), and "Technological Pedagogical Content Knowledge for Primary School Teachers adapted into Turkish by Kaya and Dağ (2013). scale" was used. As a result of the analysis of the data; It has been determined that the scores of the primary school teachers from the "Self-Efficacy Scale for Using Information Technologies in Education" are above average and the self-efficacy of primary school teachers to use information technologies in education differs significantly according to gender, age, seniority and education level. It has been determined that the average scores of the primary school teachers from the "Technological Pedagogical Content Knowledge Scale for Primary School Teachers " have a value above the average and that the technological pedagogical content knowledge of the primary school teachers differs significantly according to gender, age, seniority and education level. As a result of the analyzes carried out to determine the relationship between primary school teachers self-efficacy in using information technologies in education and their knowledge levels and sub-dimensions of technological pedagogical content, it has been determined that there is a positive and significant relationship between primary school teachers self-efficacy in using information technologies in education and their technological pedagogical content knowledge levels.