The relationship between social studies teacher's technopedagogial content knowledge and teacher self-efficacy

The main purpose of this study is to investigate the relationship between social studies teachers' technopedagogical content knowledge and teacher selfefficacy. The 'relational screening model' was used in the study. The study group of the research consisted of social studies teachers working in all secondary schools affiliated to the Ministry of National Education in Istanbul in the 2021- 2022 academic year. In the study, 'personal information form', 'technopedagogical content knowledge scale' (TPACKS) (Schmidt et al., 2009) and 'teacher selfefficacy scale' (SFL) (Moran ve Woolfolk, 2001) were used as data collection tools.. Independent group t test, one-way ANOVA test, Pearson correlation test and simple regression were applied to the data obtained in the study. Considering the findings of the study; While no significant difference was found in TPACK according to gender variable, a significant difference was found according to SCA. This difference was determined in favor of male teachers. While it was determined that there was no difference between the sub-dimensions of the technopedagogical content knowledge scale and the demographic variables according to gender and school type; significant difference according to educational status, age, seniority and number of trainings attended by teachers; While there are significant differences between teacher self-efficacy subdimensions and demographic variables according to gender, years of seniority and education level attended; TPACK of social studies teachers affects SDL positively, moderately and significantly. KEYWORDS: Social Studies, Technopedagogical Content Knowledge, Teacher Qualifications, Self-Sufficiency.