Visual arts teachers' perceptions regarding distance education and their self-efficacy for the use of technology in education

In this study, it was aimed to determine the perceptions of visual arts teachers working at secondary and high school levels in 39 districts of Istanbul in the 2022-2023 academic year towards distance education and their self-efficacy levels towards the use of technology in education and the relationship between these variables. The other aim of the research is to examine the perceptions of teachers towards distance education and the change in their self-efficacy regarding the use of technology in education according to the years they have spent in the profession, the department they graduated from, and the type of school they work at. Since the relationship between visual arts teachers' perceptions of distance education and their technology self-efficacy was investigated, correlational design was used in the study. An 8-question personal information form, a 27-item distance education perception scale and a 37-item technology self-efficacy scale were applied to the teachers. The research findings showed that the median of teachers' perceptions of distance education was at a medium level, and the average of their technology self-efficacy was at a high level. A negligible and non-significant relationship was found between the perceptions of visual arts teachers towards distance education and their self-efficacy towards the use of technology in education. It was determined that visual arts teachers' perceptions of distance education and their self-efficacy towards the use of technology in education did not differ significantly according to the department they graduated from (painting and others) and the type of school they worked at (secondary school and high school). It was concluded that the teachers' perceptions of distance education did not differ significantly according to their years in the profession, but their technology selfefficacy showed a significant difference.