Investigation of class teachers' attitudes too teaching profession, their self-efficiency perceptions, theeir attitudes to technology and the technological pedagogical field knowledge

In this research, to examine the relationship between classroom teachers' attitudes towards the teaching profession, their self-efficacy perceptions, their attitudes towards technology and their technological pedagogical content knowledge; To examine the relationship between the variables of age, gender, graduation status, professional seniority, level of computer use, time spent at the computer during the day and the number of technological tools used in the education and training environment and to examine the attitudes of these variables towards the teaching profession, their self-efficacy perceptions, their attitudes towards technology and their attitudes towards the teaching profession. It was aimed to determine the predictive level of technological pedagogical content knowledge. The research was designed in the relational survey model, one of the quantitative research methods, and the universe of the research consists of all classroom teachers working in the center and districts of Amasya in the 2020-2021 academic year. The sample of the research consists of 507 classroom teachers who participated in the research. In the research, "Attitude Scale towards Teaching Profession, Teacher Self-efficacy Perception Scale, Technology Attitude Scale, Technological Pedagogical Content Knowledge Evaluation Scale and Personal Information Form to determine the demographic characteristics of the participants were used as data collection tools. The obtained data were analyzed by t test, ANOVA and Regression analysis in SPSS Statistics 22 program. As a result of the research, it was found that there was a relationship between primary school teachers' ÖMYT, TPACK, TYT and ÖÖI scores, but there was no relationship between TPACK and graduation status variable; age, gender, professional seniority, level of computer use, time spent in front of the computer during the day and the number of technological tools used in the education environment; There is a relationship between age, gender, time spent at the computer during the day and the number of technological tools used in the education environment; There was no relationship between SDL and the variables of gender and graduation status; age, professional seniority, level of computer use, time spent in front of the computer during the day and the number of technological tools used in the education environment; There was no relationship between the OMYT and the variables of gender, age and professional seniority; graduation status, level of computer use, time spent in front of the computer during the day and the number of technological tools used in the educational environment, TYT, ÖÖI, gender, age and professional seniority, level of computer use, time spent at the computer during the day and education It has been concluded that the variables of the number of technological tools used in the teaching environment are the predictors of TPACK. It is important to investigate TPACK competencies in teaching in different branches and to raise TPACK competency to a sufficient level by all teachers.