Examining mathematics teachers' digital material creation skills

This research aims to examine the self-efficacy of mathematics teachers to create digital materials and their self-efficacy according to the variables of gender, professional seniority and place of duty. The research was carried out with the participation of 234 mathematics teachers working in public and private secondary schools affiliated to the Ministry of National Education in Elazığ province in the 2023-2024 academic year. The descriptive scanning model, one of the quantitative research methods, was used and the data were collected with the "Scale of Self-Efficacy of Teachers to Create Digital Materials". This scale, which has a high reliability level (Cronbach's Alpha = 0.98), consists of 26 items. The findings revealed that the self-efficacy levels of mathematics teachers to create digital materials were generally at a moderate level and that the self-efficacy of mathematics teachers to create digital materials showed significant differences according to gender, professional seniority and place of duty. According to the gender variable, it was determined that the self-efficacy scores of male teachers were significantly higher than female teachers. In the professional seniority variable, it was observed that teachers with lower seniority had a higher self-efficacy perception in digital material creation skills. In addition, according to the place of duty variable, it was determined that teachers working in the city center had a higher self-efficacy level compared to teachers working in rural areas. It is suggested that students' learning motivation and success can be increased by integrating the effective use of digital materials into teaching processes. This study provides an important reference to support teachers' professional development in order to ensure more effective use of digital technologies in education. Various suggestions were made to relevant studies and researchers based on the research results. Key Words: Digital Teaching Material, Self-efficacy, Mathematics Education