Education Mind
Research Article Open Access

An investigation of the relationship between preschool teachers' self-efficacy levels and their technological pedagogical content knowledge (TPACK)

Gamze Kutluhan Gamze Kutluhan Ministry Of National Education, Tokat, Türkiye ORCID 0009-0005-3715-5684 View Profile , Burak Ayçiçek Burak Ayçiçek Corresponding Author Department Of Educational Sciences, Division Of Curriculum And Instruction, Tokat Gaziosmanpaşa University, Tokat, Türkiye ORCID 0000-0001-8950-2207 View Profile

Abstract

In this study, it was aimed to examine the relationship between preschool teachers' self-efficacy levels and technological pedagogical content knowledge. A total of 384 preschool teachers, working in schools in Tokat province participated in the study. In the data collection process of the study, “Personal Information Form”, “Teacher Self-Efficacy Scale” and “Technological Pedagogical Content Knowledge Teacher Observation Form” were used. Pearson Correlation analysis was used in the analysis process of the data obtained within the scope of the study. In the study, it was determined that the self-efficacy levels of teachers and their technological pedagogical knowledge levels were generally at a moderate level. In addition, it was determined that there was a positive and moderately significant relationship between teachers' self-efficacy levels and technological pedagogical content knowledge levels (p<.05). These findings highlight the importance of increasing teachers' self-efficacy and technological pedagogical content knowledge.
Keywords: Preschool teachers Teacher self-efficacy Technological pedagogical content knowledge

References

Abuswireh, W. (2020). Examining the relationship between the level of job self effectiveness and the level of motivation of the candidate teachers [Unpublished master’s thesis]. Atatürk University.

Ağaçbacak, P.M. (2019). Examination of the relationships among psychological well-being, self-efficacy beliefs and organizational commitment behaviors of elementary school teachers based on positive psychology [Unpublished master’s thesis]. Marmara University.

Akyar, M. (2019). Investigation of technopedagogic field knowledge of secondary school teachers in terms of various variables (Antalya province) teachers [Unpublished master’s thesis]. Erciyes University.

Albayrak-Sarı, A., Bilici, S. C., Baran, E., & Özbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communicatıon technologies. Educational Technology Theory and Practice, 6(1), 1-21.

Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. https://doi.org/10.1007/s10984-015-9198-x

Suggested Article

Preschool teachers' views on problem behaviors and coping strategies they use Didem Semerci Arıkan, Nurçakır Karagöl, Busenur Güdü 2025, Vol. 4, No. 2