Investigation of the relationship of technology integration self-efficiency perceptions with attitudes towards distance education and web pedagogical content knowledge of science teachers in the pandemic period

The purpose of this research is to examine science teachers' self-efficacy perceptions of technology integration and the relationship between their attitudes for online education and web pedagogical content knowledge. In accordance with this purpose, the research has been carried out by relational screening model, one of the quantitative research patterns. The study group of the research consists of 162 science teachers teaching at secondary schools of central districts of Ankara in the fall semester of 2020-2021 academic year. Since the data acquisition process occurs during online education period, the data is acquired online. 137 female and 25 male teachers take place in the research. 127 of them is graduate of faculty of education whereas 35 of them is graduate of faculty of science and literature. In the research, 3 different data acquisition tools are used. First, Scale of Attitude for Online Education of 5-point Likert type is used consisting of 21 items and internal consistency coefficient of 88. Secondly, the Self-Efficacy Perception Scale for Technology Integration of 5-point Likert type is used consisting of 19 items and internal consistency coefficient of 93. Finally, Web Pedagogical Content Knowledge Scale of 5-point Likert type is used consisting of 30 items and internal consistency coefficient of 94. SPSS 21, a statistical software application is used for the analysis of the data. Primarily, the mode, median and mean values as well as the kurtosis and skewness coefficients are examined in order to test the normal distribution and it is determined that the data exposes normal distribution. According to the results of the research, the level of significant relationship between web pedagogical content knowledge and science teachers' self-efficacy perceptions of technology integration is positive moderate; and their attitudes for online education is positive low; and finding EBA courses helpful or not is negative low. In addition, it is concluded that the best variable predicting science teachers' self-efficacy perceptions of technology integration is web pedagogical content knowledge. In this study, the relations between the variables were examined, but in order to obtain more in-depth and detailed information, it is recommended that future researchers conduct qualitative or mixed studies with teachers.