The relationship between primary school teachers' technological pedagogical content knowledge towards science education, attitudes towards technology and online teaching self-efficacy

In this study, the relationships between classroom teachers' technological pedagogical content knowledge in science education, their attitudes towards technology, and their online teaching self-efficacy were examined. The research was conducted with 680 classroom teachers in a province in the southeast of Turkey. Technological Pedagogical Content Knowledge Scale for Science Education, Attitude Scale towards Technology and Online Teaching Self-Efficacy Scale were used as data collection tools. Descriptive statistical analyses, exploratory factor analyses, confirmatory factor analyses, multivariate normality analyses, structural equation modeling analysis and bootstrapping analysis were used to analyze the data in the study. As a result of the different structural models tried in the study, it was found that the best model was the model in which attitude towards technology had a full mediating role between technological pedagogical content knowledge and online teaching self-efficacy. It was concluded that the indirect effect in this model was a statistically significant indirect effect according to the bootstrapping analysis. Additionally, the effects of some demographic variables used in the study on online teaching self-efficacy were also examined. According to the results, having previously taught online, having previously received training on online teaching, having a high level of predisposition to use technology, and having sufficient equipment used for online teaching have a statistically significant impact on classroom teachers' online teaching self-efficacy beliefs. While it has an effect, it was concluded that the gender, age and number of class sizes of classroom teachers do not have a statistically significant effect on online teaching self-efficacy beliefs.