An investigation of the relationship between preschool teachers' self-efficacy levels and their technological pedagogical content knowledge

In this study, it was aimed to examine the relationship between preschool teachers' self-efficacy levels and technological pedagogical content knowledge. A total of 384 preschool teachers, including 352 female and 32 male, working in schools in Tokat province participated in the study. In the data collection process of the study, "Personal Information Form", "Teacher Self-Efficacy Scale" and "Technological Pedagogical Content Knowledge Teacher Observation Form" were used. Independent Sample T-Test, One-Way Analysis of Variance (ANOVA) and Pearson Correlation analysis were used in the analysis process of the data obtained within the scope of the study. In the study, it was determined that the self-efficacy levels of teachers and their technological pedagogical knowledge levels were generally at a medium level. It was found that self-efficacy levels of teachers showed a significant difference according to age, professional seniority and marital status variables (p<.05), whereas there was no significant difference according to gender and educational status variables (p>.05). It was determined that teachers' technological pedagogical content knowledge levels showed a significant difference according to professional seniority and marital status variables (p<.05), whereas there was no significant difference according to gender, age and educational status variables (p>.05). In addition, it was determined that there was a positive and moderately significant relationship between teachers' self-efficacy levels and technological pedagogical content knowledge levels (p<.05). The findings obtained from the study were discussed within the framework of the literature and suggestions were made.