An investigation of secondary mathematics teachers' digital literacy self efficacy, readiness for e-learning, technology acceptance, and attitudes towards distance education during the pandemic

This study examines secondary mathematics teachers' digital literacy self-efficacy, readiness for e-learning, level of technology acceptance, and attitudes towards distance education in terms of various variables during Covid pandemic. In addition, the relationship between technology acceptance levels, digital literacy self-efficacy, readiness for e-learning, and attitudes towards distance education are investigated. A total of 108 secondary mathematics teachers, working in state schools in the Uşak province and selected by convenient sampling method, participated in the research conducted in the 2020-2021 academic year. In the study, the "Digital Literacy Self-Efficacy Scale" was used to determine the digital literacy levels of secondary mathematics teachers, "Online Learning Readiness Scale" was used to investigate their e-learning readiness, "Technology Acceptance Measure for Teachers" was used to determine their technology acceptance levels, and "Attitude Scale towards Distance Learning" was used to examine their attitudes towards distance education. Descriptive statistics, paired samples t-test, one-way analysis of variance, and multiple correlation analysis were used for the analysis of the data in the study. It is concluded that whereas secondary mathematics teachers' digital literacy self-efficacy levels, readiness for e-learning, and technology acceptance levels were high their attitudes towards distance education were moderate. Significant difference was found between the scores of the teachers concerning gender, seniority, and training status of distance education. There was a positive and high-level correlation between secondary mathematics teachers' digital literacy self-efficacy levels with their readiness for e-learning, and a moderately positive correlation existed between their digital literacy self-efficacy and technology acceptance levels. On the other hand, there was a low negative correlation between their digital literacy self-efficacy levels and attitudes towards distance education. It is determined that while there was a positive moderate correlation between the readiness for e-learning and technology acceptance of secondary mathematics teachers, there was a low positive correlation between their attitudes towards distance education. In addition, there was a low positive correlation between secondary mathematics teachers' technology acceptance levels and their attitudes towards distance education. Finaly, some suggestions were given in the light of the results.