An Investigation into the Information Technology Self Efficacy Level of Secondary School Maths Teachers’ according to Gender Variable

Year 2018, Volume: 11 Issue: 4, 922 - 943, 24.10.2018

Osman Yılmaz Kartal , Dinçer Temelli , Çavuş Şahin

https://doi.org/10.30831/akukeg.410279

Cited By: 10

Abstract

In the research, it is aimed at to examine the
self-efficacy levels of information technology of secondary school mathematics
teachers according to gender. The study also finds out whether the
self-efficacy levels of male and female teachers differ according to
professional experience. In the study, a causal comparative research design one
of the quantitative research methods is used. The research population is
composed of secondary school mathematics teachers taught in Çanakkale. Based on
the principle of volunteering, participants were reached by using "random
sampling technique". A total of 168 teachers, 71 males and 97 females,
participated in the research. With this technique, the "Self-efficacy
Perceptions Scale of Teachers' Information Technology" developed by Ekici,
Ekici and Kara (2012), consisting of 27 items, was used as data collection
tool. The results of the study revealed that male and female mathematics
teachers' self-efficacy levels of IT are "high" (over total score)
according to the rating between "very low" and "very high".
It was found out that self-efficacy levels of male teachers are higher than
self-efficacy levels of female teachers. In addition, it was seen that
self-efficacy levels of male teachers are higher than female self-efficacy
levels in each professional experience.

Keywords

self-efficacy, secondary school mathematic teachers, information and technology self-efficacy, math achievement

Ortaokul Matematik Öğretmenlerinin Bilişim Teknolojileri Öz-yeterlik Düzeylerinin Cinsiyet Değişkenine Göre İncelenmesi

Abstract

Türkiye’nin
matematik başarısı dikkate alındığında, bazı sınırlılıkların olduğu
görülmektedir. Matematik başarısını etkili kılmak için, eğitim sistemi
içerisindeki en etkin paydaşlardan birisi matematik öğretmenleridir. Bilişim
teknolojilerinin, matematik öğretimi üzerindeki rolü ve etkisi önemlidir.
Matematik başarısını için, matematik öğretmenlerinin bilişim teknolojileri öz-yeterliklerinin
belirleyici olma potansiyeli mevcuttur. Ayrıca, alanyazında, öz-yeterlik ve
bilişim teknolojileri öz-yeterlik düzeylerinin cinsiyet değişkenine göre
farklılaştığı görülmektedir. Araştırmada, ortaokul matematik öğretmenlerinin
bilişim teknolojileri öz-yeterlik düzeylerinin cinsiyet değişkenine göre
incelenmesi amaçlanmaktadır. Ayrıca, kadın ve erkek öğretmenlerin öz-yeterlik
düzeylerinin mesleki deneyime göre farklılaşıp farklılaşmadığı da
incelenmektedir. Araştırma, nicel araştırma yöntemlerinden nedensel
karşılaştırma deseninde çözümlenmektedir. Araştırma evrenini Çanakkale’de görev
yapan ortaokul matematik öğretmenleri oluşturmaktadır. Gönüllülük ilkesine
dayanarak, tesadüfi örneklem tekniği kullanılarak katılımcılara ulaşılmıştır.
Araştırmaya 71’i erkek, 97’si kadın olmak üzere toplam 168 öğretmen
katılmıştır. Veri toplama aracı olarak 27 maddeden oluşan, Ekici, Ekici ve Kara
(2012) tarafından geliştirilen “Öğretmenlerin Bilişim Teknolojileri Öz-yeterlik
Algıları Ölçeği” kullanılmıştır. Araştırma sonucunda, kadın ve erkek matematik
öğretmenlerinin bilişim teknolojileri öz-yeterliklerinin “yüksek” düzeyde olduğu
sonucuna ulaşılmıştır. Erkek öğretmenlerin öz-yeterlik düzeylerinin kadın
öğretmenlerin öz-yeterlik düzeylerinden daha yüksek olduğu anlaşılmaktadır.
Ayrıca her bir mesleki deneyim (kıdem) aralığında, erkek öğretmenlerin öz-yeterlik
düzeylerinin kadın öğretmenlerin öz-yeterlik düzeyinden yüksek olduğu
görülmektedir. 

Keywords

Özyeterlik, bilgi ve iletişim teknolojileri özyeterliği, matematik başarısı, ortaokul matematik öğretmenleri

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