Examining the relationship between teachers' technopedagogical self-efficacy and self-efficacy

In this research, it is aimed to examine the relationship between technopedagogical self-efficacy and self-efficacy of teachers and to examine the change of these variables according to some factors such as age, gender, experience and parents' level of education. The survey design was used in this research. During the research, a conceptual framework on the subject was first created, and then data collection was carried out. 217 teachers working in the city centre and districts of Konya province participated in the research. The data of the research were collected online, via the Google forms. The personal information form, teacher self-efficacy scale and technopedagogical self-efficacy scale were applied. The statistical program of SPSS 22 was used in the analysis of the collected data. In the research, it was observed that the technopedagogical self-efficacy scale and its sub-dimensions showed a normal distribution. An independent samples t-test was used for the analysis of binary variables, and a one-way ANOVA test was used for the comparison of three and more variables. It was determined that the teacher self-efficacy scale did not exhibit a normal distribution. Pearson's test was applied in the correlation analysis. The significance levels of 0.05 and 0.01 values were taken into account in the research. As a result of the research, it has been found that there is a positive, high correlation between teacher self-efficacy level and technopedagogical self-efficacy levels. It was concluded that there is no significant difference in the self-efficacy levels of teachers and technopedagogical self-efficacy levels in terms of gender, branch, age, seniority and parents' educational status variables. It was concluded that the design dimension of the teachers' technopedagogical self-efficacy sub-dimensions differs significantly according to the branch variable. English, Science, religion and social studies teachers' design sub-dimension scores were found to be lower than Turkish, Science, Informatics and English teachers. It was concluded that the scores of Turkish teachers were also higher compared to the scores of classroom teachers. It has been found that there is a significant difference in design, application and specialization from technopedagogical self-efficacy and its sub-dimensions according to the father's educational status variable, while there is no significant difference in the ethical dimension. In the sub-dimensions of technopedagogical self-efficacy levels, application and specialization, it has been found that the scores of teachers whose paternal educational status is high school are higher than those of elementary and secondary school teachers. In the design sub-dimension, it was found that those who are elementary school are lower than those who are high school. It was concluded that there is a significant difference between teacher self-efficacy and technopedagogical self-efficacy and its sub-dimensions according to their participation in in-service education, and that teachers who participate in in-service education have higher level scores than those who do not. Dec. In line with the results obtained, it was proposed to increase the in-service training to be provided to teachers, to direct it to needs and to make it mandatory.