The relationship between high school teachers' technological pedagogical content knowledge and their awareness of digital data security

The purpose of this study is to examine the relationship between the levels of Technological Pedagogical Content Knowledge (TPACK) and digital data security awareness (DDSA) among teachers working in high schools. The findings of the study revealed a positive relationship between TPACK proficiency level and DDSA level. It was determined that teachers with high TPACK proficiency levels also had high DDSA levels. The findings revealed that Information Technology teachers had higher TPACK proficiency levels and digital data security awareness levels than teachers in other fields. In terms of gender, it was determined that male teachers have higher TPACK proficiency levels and digital data security awareness levels than female teachers. In addition, it was found that teachers who use computers for four hours or more per day have higher TPACK proficiency levels and DDSA levels. However, no significant relationship was found between teachers' seniority and their TPACK proficiency levels and DDSA levels. In this context, teachers should not limit themselves to pedagogical knowledge in technology integration processes but should also develop their digital security awareness, which will create a safer learning environment for students and contribute to their adaptation to the requirements of the digital age.