Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Abstract

This study aims to investigate the relationship among science teachers’ perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic. In this study, the descriptive correlational design was used. The sample consisted of 162 middle school science teachers working in the central districts of Ankara in the fall semester of the academic year 2020-2021. 84.57% of the sample consists of female teachers and 15.43% of male teachers. While teachers who graduated from the faculty of education constitute 78.40% of the sample, teachers who graduated from the faculty of arts and sciences constitute 21.60% of the sample. The scales used were administered via Google Forms. Attitude scale towards distance learning, self-efficacy perception scale for technology integration and web pedagogical content knowledge scale were used as data collection tools. In sum web pedagogical content knowledge was found to be the most important predictor in all regression analyses. It shows that with the increase in web pedagogical content knowledge of teachers while conducting distance education activities, their technology integration self-efficacy perceptions also increase.