Abstract:

Self-efficacy is defined by Bandura as an individual’s perception of himself on his capacity to arrange the necessary activities in order to achieve a certain performance and realize those activities successfully. When viewed from the point of view of teaching profession, it can be argued that teachers’ perceptions of self-efficacy will play an important role in their understanding technology-based effects and benefiting from opportunities. The beliefs of learners, on the other hand, about self-efficacy should be taken into account in the learning-teaching process. This research was carried out on candidate teachers, who will be employed as teachers in the future and have to rely on their computer skills frequently. It is believed that candidate teachers’ perceptions of computer self-efficacy will have a bearing on their professional success in the future. For this purpose, data was collected by applying the Computer self-efficacy scale (CSE) to the 122 students at the Faculty of Education at Kahramanmaraş Sütçü İmam University. The collected was analyzed according to independent group’s t test and Anova test. According to the results of independent groups t test, while a significant difference was not found between candidate teachers’ perceptions of computer self-efficacy in terms of their sexes, ages, the class they study in and the places they live in before they enrolled in the program, there was a significant difference in terms of the departments they study at. They were also compared in terms of the secondary schools they finished and the the geographical regions they come from and a significant difference was not found.

Keywords: