Investigation of the middle school math teachers' attitudes towards the use of interactive white boards and self-efficacy

The aim of the study is to determine whether the attitudes and self-efficacy of middle school math teachers in the use of interactive boards differ with regard to multiple variables, and to determine whether there is a significant relationship between their self-efficacy and attitudes or not. The study is designed as a descriptive analysis and it is conducted by using general survey model. The sample is consisted of 103 male and 165 female participants who are middle school math teachers working in different cities of Turkey (İzmir, Manisa, and Uşak) during 2016-2017 academic year. Data was collected by 'IWB Attitude Scale'' (Elaziz, 2008) and ''Self-Efficacy Scale in Using IWB" (Yalçınkaya, 2014). One-way ANOVA, t-test and Pearson correlation analysis was conducted in order to analyze the results by using SPSS. Results show that middle school mathematics teachers have high self-efficacy on using interactive boards. There are effects of gender and tenure of the middle school math teachers on self-efficacy towards using interactive board, meaning that male teachers have higher self-efficacy than female teachers and teachers who have from 1 to 10 years of experience have higher self-efficacy than teachers who have more than 20 years of experience. However, there is no significant difference between teachers who attended on-the-job training and who did not in terms of self-efficacy. Moreover, place of duty does not make any significant difference on self-efficacy to use interactive boards. On the other hand, it is found that the attitudes of the math teachers towards the use of interactive boards were positive and attitudes of teachers do not differ regarding gender, having on-the-job training and place of duty. There is a significant and negative correlation between tenure and attitudes of math teachers.Moderately positive and significant relationship was found between attitudes and self-efficacy of middle school math teachers.