An investigation of teachers' anxiety level about smart board use and computer self efficiency levels

The main purpose of this research is to primarily identify the anxiety level of teachers regarding smart boards and computer self-sufficiency perception level of them and then to detect whether perceptions of teachers make a significant difference in terms of some independent variants or not; and to find out whether there is a relationship between these two variants or not. Both descriptive and relational research methods of quantitive research models were used during the research. The research phase consists of 1200 teachers working at 33 high schools in the province of Malatya, in the district of Yeşilyurt at the end of the second term of the educational year 2017-2018. By the way, the sample consists of 712 teachers determined by using stratified sampling method. Smartboard anxiety scale and computer self-sufficiency perception scale were used during the research as a means of data collection. Exploratory Factor Analysis and Confirmatory Factor Analysis were performed on the computer self-efficacy scale because of the sample difference. Primarily, data were transferred to the computer and tested in terms of homogeneity and normality. It was decided to use non-parametric analyzes based on findings in normality tests. Descriptive statistic calculations were primarily done in the analysis of data. Kruskal Wallis, Mann Whitney-u Test and Spearman Correlation Test which are in non-parametric tests were used. At the end of the analysis, it was found out that failure and stress levels of teachers regarding the use of smart boards were low. Besides, teachers have positive thoughts about smart boards and they think that smart boards are useful in teaching. Computer self-sufficiency perception level of teachers is at a moderate level. It was detected that there was a meaningful difference between anxiety dimensions of smartboard and computer self-sufficiency perception levels with some independent variants. It was found out that there was a significant difference between gender of teachers, frequency of using the computer, and frequency of using smart boards at the lessons with "personal failure" which is an anxiety dimension of the smartboard. There is a significant difference among the branches and ages the teachers, frequency of using computers and using smart boards at lessons with "suitability" which is an anxiety dimension of the smartboard. Besides, there is a significant difference between teachers' frequency of using computer and frequency of using smart boards at lessons with "smartboard- teacher complexity" which is a dimension of anxiety. There was a significant difference between the independent variables such as computer self-efficacy perception and gender of teachers, the branch of teachers, age of teachers, frequency of using computers and frequency of teachers using the smartboard in lessons.