Abstract:

The purpose of the research is to determine the level of self-sufficiency perceptions of teachers working in the Scientific and Art Centers (BILSEM) associated with the Ministry of National Education in Istanbul and other schools, as well as to show how they differ according to the variables. In accordance with this basic objective, teachers' perceptions of self-capacity towards technology integration; gender, age, branch, professional age, education levels, the institution in which they work, etc. The variables are statistically differentiated and not differentiated. In the framework of the research, a total of 105 teachers from the various branches working in the Science and Arts Centers in Istanbul and associated schools with MEB were achieved, including 67 women, 38 men (45 BILSEM, 60 other schools). In this study, in order to determine and compare the perceptions of self-sufficiency towards technology integration of BILSEM teachers and other schools, the Personal Information Form was developed by Wang, Ertmer and Newby (2004) and adapted to Turkish by Ünal and Teker (2018) with the self-sufficiency perception scale. Data analysis uses frequency, percentage distribution, t-test and one-way variance analysis (ANOVA). The research has found that teachers who work in BILSEM teachers and other educational institutions related to MEB have significant differences in the perceptions of self-sufficiency towards technology integration in favour of BILSEM teachers. The impact of other demographic variables on teachers’ self-capacity perceptions towards technology integration has been discussed in the context of the sample.

Abstract:

The purpose of the study is to determine the level of self-efficacy perceptions of teachers working in Science and Art Centers (SAC) affiliated to the Ministry of National Education and other schools throughout Istanbul, and also to reveal how it differs according to the variables. In line with this main purpose, teachers' perceptions of self-efficacy towards technology integration; gender, age, branch, professional seniority, education level, institution etc. sub-problems whether it differed statistically or not according to the variables were investigated. Within the scope of the research, a total of 105 teachers, 67 females and 38 males (45 SAC, 60 other schools), from working in the Science and Art Centers in Istanbul and schools affiliated to the Ministry of National Education were reached. In this study, in order to determine and compare the self-efficacy perceptions of SAC teachers and teachers working in other schools, the Self-Efficacy for Technology Integration developed by Wang, Ertmer, and Newby (2004) and adapted to Turkish by Ünal and Teker (2018) Competence Perception Scale and Personal Information Form were used. Frequency, percentage distribution, t test and one-way analysis of variance (ANOVA) were used in the analysis of the data.As a result of the research, it was determined that the Self-Efficacy Perceptions of SAC teachers show significant difference in favor of the Teachers working in other educational institutions affiliated to the Ministry of National Education. The effect of other demographic variables on teachers' perceptions of self-efficacy towards technology integration was discussed in the context of the sample.

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