The relationship between Turkish teachers' self-efficacy, classroom management skills and perceptions of technological pedagogical field knowledge

The Turkish course, in which mother tongue learning takes place, forms the basis of all learning areas. For this reason, it is important to enrich Turkish lessons and make learning more effective with the rapidly developing technology today. One of the biggest actor in making learning environments effective is the teacher – in this context, examining the perceptions of Turkish teachers' self-efficacy, classroom management skills and technological pedagogical content knowledge and the relationship between them constitued an important research area. The aim of this research is to determine the relationship between Turkish teachers' self-efficacy, classroom management skills and their perceptions of their technological pedagogical knowledge. Within the framework of this main purpose, Turkish teachers' self-efficacy, classroom management skills and technological pedagogical content knowledge were examined separately. At the same time, it was examined whether there was significant difference between the self-efficacy beliefs, classroom management skills and technological pedagogical content knowledge competencies of Turkish teachers and the variables of gender age and professional seniority. The universe of the research consisted of teachers working in İstanbul in 2021-2022 academic year, in the study in which the relational screening model was used the data were collected using three different scales teacher self-efficacy scale, classroom management skills assessment scale and technology use scale.The data collected from 326 Turkish teachers participating in the research were transformed in computer environment and analyzed. As a result of analyzes, it was determined that the self-efficacy beliefs of Turkish teachers were very sufficient, their classroom management skills ware very sufficient, and their technology usage levels were quite sufficient it has determined that there is a positive linear relationship between Turkish teachers' self-efficacy levels classroom management and technology use. İt haw been determined that Turkish teachers' self-efficacy levels, classroom management and technology use da not differ statistically according to demographic variables.