Digital Self-Efficacy of Teachers: The sample of Mardin province

Maşallah Doğan; Mustafa Serkan Günbatar

Makale detayları

Digital Self-Efficacy of Teachers: The sample of Mardin province

Yazarlar:

Maşallah Doğan | Mustafa Serkan Günbatar

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.4 Issue 2, pp.74-98

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337396

pISSN:

2791-7320

Anahtar kelimeler:

Özet:

 The purpose of this research is to examine the digital self-efficacy of teachers working in schools affiliated with the Ministry of Education in Mardin province and its districts in the 2023-2024 academic year in terms of various variables. Quantitative research method was used in the research and was conducted in the correlational model. The teachers digital self-efficacy scale, originally written in English and prepared taking into account the Digital Competencies Framework for Educators DigCompEdu, was used. The Turkish adaptation of the scale was published by Toker et al. 2021. The scale consists of six sub-dimensions and 22 items. Analyzes were conducted with data obtained from a total of 649 teachers working in official schools pre school, primary school, secondary school and high school affiliated with the Ministry of Education in Mardin province and its districts by using rational cluster sampling. For comparisons on mean scores, t-test and one-way ANOVA test were used. As a result of the statistical analysis, it was seen that the teachers were at the integrative B1 or intermediate level according to the digital self-efficacy scale for educators. According to this level, it has been determined that teachers have digital self-efficacy above the basic level. It has been determined that teachers digital self-efficacy levels differ according to their educational status, taking an in-service course, taking the FATİH Project Technology Use Course, and taking the Formator teacher course. These findings were discussed and various suggestions were presented for educators and future studies.

 The purpose of this research is to examine the digital self-efficacy of teachers working in schools affiliated with the Ministry of Education in Mardin province and its districts in the 2023-2024 academic year in terms of various variables. Quantitative research method was used in the research and was conducted in the correlational model. The teachers digital self-efficacy scale, originally written in English and prepared taking into account the Digital Competencies Framework for Educators DigCompEdu, was used. The Turkish adaptation of the scale was published by Toker et al. 2021. The scale consists of six sub-dimensions and 22 items. Analyzes were conducted with data obtained from a total of 649 teachers working in official schools pre school, primary school, secondary school and high school affiliated with the Ministry of Education in Mardin province and its districts by using rational cluster sampling. For comparisons on mean scores, t-test and one-way ANOVA test were used. As a result of the statistical analysis, it was seen that the teachers were at the integrative B1 or intermediate level according to the digital self-efficacy scale for educators. According to this level, it has been determined that teachers have digital self-efficacy above the basic level. It has been determined that teachers digital self-efficacy levels differ according to their educational status, taking an in-service course, taking the FATİH Project Technology Use Course, and taking the Formator teacher course. These findings were discussed and various suggestions were presented for educators and future studies.

 The purpose of this research is to examine the digital self-efficacy of teachers working in schools affiliated with the Ministry of Education in Mardin province and its districts in the 2023-2024 academic year in terms of various variables. Quantitative research method was used in the research and was conducted in the correlational model. The teachers digital self-efficacy scale, originally written in English and prepared taking into account the Digital Competencies Framework for Educators DigCompEdu, was used. The Turkish adaptation of the scale was published by Toker et al. 2021. The scale consists of six sub-dimensions and 22 items. Analyzes were conducted with data obtained from a total of 649 teachers working in official schools pre school, primary school, secondary school and high school affiliated with the Ministry of Education in Mardin province and its districts by using rational cluster sampling. For comparisons on mean scores, t-test and one-way ANOVA test were used. As a result of the statistical analysis, it was seen that the teachers were at the integrative B1 or intermediate level according to the digital self-efficacy scale for educators. According to this level, it has been determined that teachers have digital self-efficacy above the basic level. It has been determined that teachers digital self-efficacy levels differ according to their educational status, taking an in-service course, taking the FATİH Project Technology Use Course, and taking the Formator teacher course. These findings were discussed and various suggestions were presented for educators and future studies.

 Bu araştırmanın amacı 2023-2024 eğitim öğretim yılında Mardin ili ve ilçelerinde MEBe bağlı okullarda görev yapan öğretmenlerin dijital öz yeterliklerini çeşitli değişkenler açısından incelemektir. Araştırmada nicel araştırma yöntemi kullanılmıştır ve ilişkisel tarama modelinde yürütülmüştür. Eğitimciler için dijital yeterlikler çerçevesi DigCompEdu dikkate alınarak hazırlanan ve orijinali İngilizce olan öğretmenlerin dijital öz yeterlik ölçeği kullanılmıştır. Ölçeğin Türkçe uyarlaması Toker vd. 2021 tarafından yapılmıştır. Ölçek altı alt boyut ve 22 maddeden oluşmaktadır. Oranlı küme örnekleme yapılarak Mardin ili ve ilçelerinde MEBe bağlı resmi okullarda anaokul, ilkokul, ortaokul ve lise görev yapan toplam 649 öğretmenden elde edilen verilerle analizler yürütülmüştür. Ortalama puanlar üzerinde yapılan karşılaştırmalar için t-testi ve tek yönlü ANOVA testi kullanılmıştır. Yapılan istatistiksel analizler sonucunda eğitimciler için dijital öz yeterlik ölçeğine göre öğretmenlerin bütünleştirici B1 veya orta düzeyde olduğu görülmüştür. Bu seviyeye göre öğretmenlerin temel seviyenin üzerinde dijital öz yeterliğe sahip olduğu tespit edilmiştir. Öğretmenlerin dijital öz yeterlik düzeylerinin eğitim durumu, hizmet içi kursu alma, FATİH Projesi Teknoloji Kullanımı Kursu alma, Formatör öğretmen kursu alma durumuna göre farklılaştığı tespit edilmiştir. Elde edilen bu bulgular tartışılmış, eğitimciler için ve bundan sonraki çalışmalar için çeşitli öneriler sunulmuştur.

Makale detayları

Digital Self-Efficacy of Teachers: The sample of Mardin province

Yazarlar:

Maşallah Doğan | Mustafa Serkan Günbatar

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.4 Issue 2, pp.74-98

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337396

pISSN:

2791-7320

self-efficacy

digital self-efficacy

information and communication technologiesöz yeterlik

dijital öz yeterlik

bilgi ve iletişim teknolojileri

Sayı

Makale detayları

Digital Self-Efficacy of Teachers: The sample of Mardin province

Yazarlar: Maşallah Doğan | Mustafa Serkan Günbatar

Yayıncı: Mus Alparslan University

Ana Başlıklar: Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi: Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.4 Issue 2, pp.74-98

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001337396

pISSN: 2791-7320

self-efficacy

digital self-efficacy

information and communication technologiesöz yeterlik

dijital öz yeterlik

bilgi ve iletişim teknolojileri

Sayı

Yazarlar:

Maşallah Doğan | Mustafa Serkan Günbatar

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.4 Issue 2, pp.74-98

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001337396

pISSN:

2791-7320