Examination of teachers media literacy levels in terms of various variables

The main aim of this study is to present the media literacy levels of Social Studies, Turkish and Information Technology teachers who are obliged to take the Elective Media literacy course under the chairmanship of Board of Education. It is also aimed to examine that, of the teachers in this study, media literacy levels, age, gender, occupational seniority, educational status, titles, branches, if they have media training or not, daily internet usage times, regular daily television viewing time and variables such as whether they follow the newspapers or not. Survey model from quantitative methods was used in the study. Sample of the study consists of 364 teachers working in the Ağrı within the academic year of 2020-2021. In the study, it was used "Media Literacy Level Identification Scale (MODBÖ)" that was developed by Karataş (2008) and rearranged and updated by the year of 2017 which on the purpose of to determine the current media literacy levels of teachers and to collect data. "Personal Information Form" prepared by the researcher was used to collect the data of the demographics of the teachers. In the study, the data obtained and the validity-reliability conditions of the scale was subjected to the check process first. Then, demographic data which belongs to the participants were analyzed and presented in tables. In order to control the normality distribution of data on media literacy, Kolmogorov Smirnov and Shapiro Wilk tests, histogram graphs and skewness- kurtosis values were used. As a result of the analysis and evaluations, it was determined that the distribution of the data was not normal and to control the differences between the variables It was preferred Kruskall-Wallis and Mann Whitney U tests among the nonparametric tests. When the results of the study are examined, it was determined that the general media literacy levels of the participating teachers were at a good level with an average score of 82.01, "often" or in other words.When it is considering that in terms of measured sub-dimensions, the sub-dimension of "awareness and knowledge" and "being able to judge and being able to see implicit messages" sub-dimension of participant teachers' media literacy levels that has been determined that it is at a good level and is equal to or above the general average. However, when it was examined that the sub-dimension of "analyzing and reacting" related to media messages, it has been found that the average was lower than the general average and had a medium level of media literacy. Within the study, the media literacy levels of the participating teachers were evaluated in terms of various variables as well. As a result of the analyses, it has been determined that there is no difference betweeen teachers' media literacy level in terms of variables such as gender, age, professional seniority, title, branch, media education or not, and television watching time. Besides that, it was put forward that there were statistically significant differences in terms of non-repudiation variables among teachers' educational status, internet usage time, and whether they regularly follow the newspaper or not.