Özet:

The present study investigated secondary school science teachers’ self-confidence perceptions of technological pedagogical content knowledge self-confidence (TPCKSC) and the variables that might be related to it. Survey method was used in the research. It was carried out with 556 science teachers in 2020. The findings obtained from this study revealed that professional experience, the sufficiency of technological opportunities in schools, the accessibility to instructional technologies (IT) in schools, the frequency of using IT in teaching, the adequacy of undergraduate education about learning/using IT, receiving education on Web 2.0 tools at university, the ability to use Web 2.0 tools, participating in IT education, the level of using IT in teaching, and the anxiety towards IT significantly affected the science teachers’ TPCKSC and Technological Pedagogical Content Knowledge (TPCK)-Technological Pedagogical Knowledge (TPK)-Technological Content Knowledge (TCK)-Technological Knowledge (TK) factors. Gender and education level variables caused significant change only in TK in favor of male science teachers. A moderate, positive and significant relationship was found between the science teachers’ scores from the TPCKSC and TPCK-TPK-TCK-TK and from attitudes towards technology. Furthermore, the science teachers’ levels of TPCKSC and TPCK-TPK-TCK-TK were found to be high.

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