An investigation of classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs

The aim of this research; examines classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs. The research was carried out using the correlational survey model, one of the general survey models. The universe of the research consists of 3656 classroom teachers working in 432 official institutions affiliated to the 2020 - 2021 Manisa Provincial Directorate of National Education. The sample of the study was determined by the stratified sampling method and consisted of 1127 classroom teachers working in 150 primary schools. In the research, data were collected online using data collection tools consisting of three parts. In the first part of the data collection tool, "Personal Information Form" prepared and developed for the purposes of the research, "Technological Pedagogical Content Knowledge Scale for Classroom Teachers" developed by Kaya and Dağ (2013) in the second part, and "Technological Pedagogical Content Knowledge Scale" developed by Çolak et al. (2017) in the third part. Teacher Self-Efficacy Belief Scale". In the study, in which SPSS 26.0 program was used for data analysis, Pearson Correlation analysis was performed to find the relationship between teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs. In the study, Levene's Test, Independent Groups t-test, One-Way Analysis of Variance (ANOVA) and Kruskal Wallis-H test were used to find out whether classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs differed by demographic characteristics. As a result of the research, it was seen that classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs were at a high level. Technological pedagogical content knowledge of classroom teachers; While there are statistically significant differences according to age, duration of use of computer technologies and duration of use of mobile technologies; It was concluded that there was no statistically significant difference in terms of gender, professional seniority, education level, graduated program and place of work. In addition, teacher self-efficacy beliefs of classroom teachers; There was a statistically significant difference in terms of professional seniority, education level, duration of use of computer technologies and duration of use of mobile technologies; there was no statistically significant difference in terms of gender, age, graduated program and place of work. Finally, with the Pearson Correlation Analysis, it was concluded that there is a high level of positive and significant relationship between classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs. Keywords: Technological Pedagogical Content Knowledge, Teacher Self-Efficacy Belief, Classroom Teachers.