Primary School Teachers Self-Efficacy in Using Educational Information Technologies and Technological Pedagogical Content Knowledge
TL;DR
Investigation of primary school teachers' self-efficacy in integrating information technologies into education and their technological pedagogical content knowledge proficiency levels reveals that teachers demonstrate generally favorable self-efficacy in employing information technologies; however, their TPACK proficiency is notably elevated in technological pedagogical knowledge but relatively subdued in pedagogical content knowledge.
Abstract
This research investigates the relationship between primary school teachers' self-efficacy in integrating information technologies into education and their technological pedagogical content knowledge proficiency levels. Data were gathered from 703 primary school teachers using a Personal Information Form, the Self-Efficacy Scale for Information Technologies in Education, and the TPACK Scale for Primary School Teachers. Analysis involved nonparametric tests alongside descriptive statistics and Spearman's correlation coefficient. Findings reveal that teachers demonstrate generally favorable self-efficacy in employing information technologies; however, their TPACK proficiency is notably elevated in technological pedagogical knowledge but relatively subdued in pedagogical content knowledge. Moreover, a statistically significant positive correlation emerged between their information technology self-efficacy and overall TPACK levels. The study proposes implications for educational policymaking and professional development programs to bolster teachers' technological integration competencies.